用教师和学生的结构能力,将社会正义和健康平等的原则整合到物理治疗博士课程中
Keshrie Naidoo1,2,3,4,5,6,7,8,9, Rania Karim1,2,3,4,5,6,7,8,9, Lauren Rimmel1,2,3,4,5,6,7,8,9
1Keshrie Naidoo is an associate professor in the Department of Physical Therapy at the MGH Institute of Health Professions, 36 First Avenue, Charlestown Navy Yard, Boston, MA 02129 ( knaidoo@mghihp.edu ). Please address all correspondence to Keshrie Naidoo.
Journal, physical therapy education
|August 8, 2024
概括
将社会正义和健康公平 (SJHE) 纳入物理治疗教育是至关重要的. 调查结果显示,需要教师发展和课程整合,突出显示学生和教育工作者学习曲线很.
科学领域:
- 健康 公平 卫生 公平
- 医疗保健中的社会正义
- 物理治疗教育教育 物理治疗教育
背景情况:
- 健康不平等源于复杂的社会和经济因素.
- 将社会正义和健康平等 (SJHE) 原则纳入物理治疗博士 (DPT) 教育中被提出作为解决这些根本原因的战略.
研究的目的:
- 介绍一个将SJHE结构能力整合到3年DPT计划中的模型.
- 概述教师的专业发展,以促进批判性讨论和学生作为变革推动者的发展.
主要方法:
- 该研究将SJHE能力整合到现有的DPT课程中.
- 通过采访10名DPT教师,10名DPT学生和6名临床教师 (CI) 来收集定性数据.
主要成果:
- 教师希望在低风险的实践环境中,像模拟一样.
- 学生们欣赏了3年的整合,但希望更多的课堂内容;注意到一些同龄人的抵抗.
- 研究人员观察到,学生已经准备好了基础的SJHE概念,但对患者需求的复杂性感到惊.
结论:
- 教师,CI和学生的看法证实了SJHE在DPT教育中的必要性.
- 有效的整合需要时间,呈现一个的学习曲线,并需要进一步的教师发展.
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