临床教师在学生临床经验期间自我报告的基于证据的实践建模
Amit Dashottar1,2,3,4, Jillian Haney1,2,3,4, Matthew O Rourke1,2,3,4
1Amit Dashottar is the associate professor at the Simmons University, School of Sciences and Health Professions, Simmons University, 300 the Fenway, Boston, MA ( Amitabh.dashottar@simmons.edu ). Please address all correspondence to Amit Dashottar.
Journal, physical therapy education
|October 25, 2024
概括
临床教练 (CI) 在物理治疗师学生教育期间展示各种基于证据的实践 (EBP) 建模. 虽然信息技术人员擅长提出问题和寻找文献,但在规划中使用批判性评估和指标并不常见,这会影响未来从业人员的发展.
科学领域:
- 物理治疗教育教育 物理治疗教育
- 基于证据的实践 (EBP) 实施
- 临床指导 临床指导
背景情况:
- 临床教练 (CI) 建模基于证据的实践 (EBP) 假设可以改善物理治疗师学生的参与和学习.
- 目前,CI在临床教育经验 (CE) 期间在多大程度上模拟EBP是未知的.
研究的目的:
- 评估物理治疗师学生临床教育经验期间CI对EBP建模的程度和性质.
主要方法:
- 一项由37项组成的匿名电子调查分发给308名与物理治疗师计划相关联的CI.
- 该调查收集了CI人口统计数据,CE期间EBP建模信息,EBP资源和政策数据.
主要成果:
- 对EBP的CI建模在不同领域有所不同.
- 有效地模拟CI,提出临床问题和获取文献.
- 大多数CI没有模拟批判性评估或在诊断和干预规划中使用EBP指标.
结论:
- 对EBP的一致CI建模对于开发未来基于证据的物理治疗师至关重要.
- CI对EBP的熟悉程度可能会影响观察到的建模程度.
- 调查结果表明,需要有针对性的教育材料来支持CI在EBP的所有方面一致建模.
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