哈里亚纳邦物理治疗学生学习方法的评估:一个跨部门研究
Pooja1,2, Megha Gakhar1, Bhawna Verma1
1College of Physiotherapy, Pt. B. D. Sharma, University of Health Sciences, Rohtak, Haryana, India.
Journal of evaluation in clinical practice
|December 7, 2024
概括
物理治疗学生主要使用深度学习方法,表明有效的教学策略. 了解这些学习偏好有助于教育工作者定制教育活动,以提高学习质量和专业发展.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 物理治疗教育教育 物理治疗教育
背景情况:
- 有效的教育交付依赖于了解学生的学习方法和调整教学方法.
- 了解学习方法支持医疗保健专业的持续专业发展.
研究的目的:
- 调查物理治疗学生使用的学习方法.
- 在物理治疗教育中为课程开发和教学策略提供信息.
主要方法:
- 一项涉及250名来自单一大学附属学院的理疗学生的横截面研究.
- 使用了学生的方法和学习技能清单问卷.
- 使用SPSS版本27进行的数据分析,统计显著性设置为p <0.05.
主要成果:
- 大多数学生 (97.6%) 采用了深度学习方法.
- 一小部分人使用了表面方法 (2.0%),更少的人使用了战略方法 (0.4%).
- 两性之间或大学内的不同学院之间没有发现学习方法的显著差异.
结论:
- 深度学习方法的普及表明,在物理治疗计划中成功实施了积极学习策略.
- 认识到学生群体之间的不同教学偏好可以提高学习活动的规划和交付.
- 这种理解有助于教育工作者优化物理治疗教育,以提高学习成果.
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