教师在物理治疗和健康专业教育中的数字能力:从定性访谈中的见解
Yngve Røe1, Astrid Cathrine Vik Torbjørnsen2, Wilfried Admiraal3
1Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, OsloMet-Oslo Metropolitan University, Oslo, Norway.
Digital health
|November 11, 2024
概括
卫生教育工作者需要更好的数字技能培训,因为目前的数字能力不足以整合临床实践. 这种差距有可能使学生在没有未来医疗保健创新的必要技术能力的情况下毕业.
科学领域:
- 健康 职业 教育 教育 专业
- 数字能力框架 数字能力框架
- 教育技术的教育技术
背景情况:
- 对于现代教育工作者来说,数字能力至关重要.
- 卫生专业教育在技术整合方面面临着独特的挑战.
- 欧洲教育工作者数字能力框架 (DigCompEdu) 提供了一个基准.
研究的目的:
- 评估卫生专业教育工作者的数字能力.
- 在DigCompEdu框架内确定需要改进的特定领域.
- 了解教育工作者对数字教育在临床环境中的相关性的看法.
主要方法:
- 使用与九名理疗教育工作者进行的采访记录的定性研究.
- 采访数据的编码与DigCompEdu框架保持一致.
- 对已识别的数字能力及其流行情况进行系统分析.
主要成果:
- 教师在专业参与,教学和学习以及授权学习者方面表现出强大优势.
- 在数字资源,评估和促进学习者的数字能力 (5.8%的代码) 中发现了显著的差距.
- 教育人员对数字教育与临床实践的相关性表示怀疑,并倾向于个人而不是协作专业发展.
结论:
- 卫生专业教育工作者在关键数字能力方面表现出缺陷.
- 在将技术与临床技能培训相结合方面存在关键差距.
- 迫切需要全面的专业发展,为未来的卫生专业人员提供必要的数字技能.
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