职业治疗教育中反思活动的作用:从学生的角度看的关键要素
Madeline Au1, Jenna Knelson1, Gayla Grinde1
1Department of Occupational Therapy, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada.
Occupational therapy in health care
|January 11, 2025
概括
加拿大职业治疗士课程的学生发现个人和社会反思比临床模拟更有价值. 了解这些经验是提高职业治疗教育中反射学习的关键.
科学领域:
- 职业治疗教育 职业治疗教育
- 反思性实践是一种反思性实践.
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 反思活动对于在职业治疗中发展临床推理和专业身份至关重要.
- 了解学生的体验与反思对于优化教育策略至关重要.
- 之前的研究还没有充分探索士级职业治疗课程中反思性实践的细微差别.
研究的目的:
- 探索职业治疗二年级学生的体验与反思活动.
- 确定影响职业治疗教育中反思活动有效性的因素.
- 检查反思活动对学生学习和发展的感知结果.
主要方法:
- 采用了一个探索性研究设计.
- 数据收集包括调查和半结构化后续访谈.
- 量化 (描述性统计,皮尔森奇方) 和定性 (专题分析) 方法用于数据分析.
主要成果:
- 对个人或社会观点的反思被认为比对临床模拟的反思更有益.
- 出现了三个关键主题:影响因素,多样化的学生体验,以及对积极反思的感知结果.
- 学生们确定了增强或阻碍他们参与反思活动的特定因素.
结论:
- 反思性活动对职业治疗教育有很大的贡献.
- 反思的性质 (个人/社会与临床模拟) 影响感知价值.
- 识别影响反思体验的关键因素可以为课程设计提供信息,并改善学生的学习成果.
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