对物理治疗师的临床教学能力框架的验证:一种混合方法方法
Amanda Sharp1, Catherine Bilyeu2, Carissa Wengrovius3
1Division of Physical Therapy and Rehabilitation Science, Department of Family Medicine and Community Health, University of Minnesota, Minneapolis, Minnesota, USA.
Physical therapy
|September 16, 2024
概括
临床教育教师发现临床教学能力框架对物理治疗计划有价值. 他们的投入支持其实用性和提高临床教育质量和CI发展的潜力.
科学领域:
- 物理治疗教育教育 物理治疗教育
- 临床能力评估临床能力评估
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 此前已经建立了物理治疗临床教学能力框架.
- 验证需要评估最终用户对价值和实用性的看法.
- 临床教育教师是框架实施的关键利益相关者.
研究的目的:
- 进一步验证临床教学能力框架.
- 收集临床教育教师对框架的价值和实用性的意见.
主要方法:
- 解释性的顺序混合方法方法.
- 对临床指导员 (CI) 和临床教育现场协调员 (SCCE) 进行的调查.
- 两个焦点小组通过Zoom与调查受访者进行了调查.
主要成果:
- 在教师中,高感知价值 (93.1%) 和提高临床教育质量的效用 (94.1%).
- 集体影响的总体主题来自重点小组,其中包括评估,CI开发,实施和指导方针的子主题.
- 根据教师角色或资格证书,答案没有显著差异.
结论:
- 临床教育教师认为临床教学能力框架具有重要价值和实用性.
- 建议在各个项目之间进行协作和一致的实施.
- 框架验证促进了对临床指导人员的基本支持的发展.
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