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在物理治疗教育的入门级博士的学术辅导
Kayla Black1,2,3,4,5, Jessica Feda1,2,3,4,5, Breanna Reynolds1,2,3,4,5
1Kayla Black is an assistant professor and director of student affairs in the Doctor of Physical Therapy Program at the Hawaii Pacific University, 500 Ala Moana Blvd., Ste. 6-306, Honolulu, HI, 96813 ( kdblack@hpu.edu ). Please address all correspondence to Kayla Black.
Journal, physical therapy education
|October 16, 2024
概括
学术指导有效地支持物理治疗博士 (DPT) 学生,培养归属和坚持. 这种模式,当正确实施,为学习者导航学术和个人挑战提供有价值的个性化支持.
科学领域:
- 医学教育 医学教育
- 学生支持服务 学生支持服务
- 物理治疗项目 物理治疗项目
背景情况:
- 物理治疗博士 (DPT) 学生遇到影响绩效的学术和个人挑战.
- 学术指导是医学教育中一个经过验证的支持模式,在DPT课程中缺乏评估.
- 本研究探讨了评估DPT教育中辅导的必要性.
研究的目的:
- 描述为DPT学生的两个学术指导计划的开发,实施和评估.
- 评估以个性化学习者-教练关系为中心的辅导框架的有效性.
- 确定有助于辅导计划成功的关键组件和需要改进的领域.
主要方法:
- 两个混合DPT课程与教师教练实施了辅导方法.
- 辅导专注于个性化关系,以促进反思,成长,代理和坚持.
- 项目评估使用了退学调查和校友调查.
主要成果:
- 毕业生报告说,辅导计划是有效的,增强了归属感.
- 关键有效的组成部分包括小组指导和1:1教练会议.
- 改进建议包括增加结构和非学术社会机会.
结论:
- 学术指导在两个DPT项目中成功地作为学生支持模式实施.
- 准备好并得到支持的辅导计划可以为DPT学生提供有意义的,个性化的支持.
- 辅导有潜力提高学生在苛刻的DPT课程中的成功和幸福感.
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