后COVID-19大流行限制:加拿大学术和实地工作课程变化后续情况
概括
加拿大职业疗法项目在COVID-19期间调整了课程,很大程度上恢复了大流行前的方法. 关键问题仍然在于人际交往技能的发展和评估的完整性.
科学领域:
- 职业治疗教育 职业治疗教育
- 课程研究 课程研究
- 高等教育教学的教学.
背景情况:
- 由于COVID-19流行病的限制,加拿大职业疗法 (OT) 计划的课程必须进行重大修改.
- 记录和分析这些变化及其对学生学习的影响对于未来的教育规划至关重要.
- 了解紧急远程教学和学习的长期影响对于专业至关重要.
研究的目的:
- 在疫情限制期间和之后调查和比较OT教育的学术和实地工作部分的课程调整.
- 评估这些修改对学生学习经验和学习成果的感知影响.
- 确定哪些变化被保留,以及它们的延续背后的逻辑.
主要方法:
- 对所有14个认可的加拿大OT大学课程的关键代表进行了一项横截面的在线描述性调查.
- 数据收集的重点是管理,课程和现场工作的观点,涉及与流行病相关的变化.
- 该研究检查了限制和后限制的分娩时间.
主要成果:
- 许多流行病引起的课程和评估变化都恢复到了流行病前的方法.
- 保留的修改通常与通用设计原则保持一致,或对学习产生最小的负面影响.
- 面对面和虚拟学习模式都被认为对不断变化的实践需求有价值.
- 现场实习招聘继续具有挑战性,导致一些项目增加模拟使用.
- 人际能力的发展和评估方法的完整性成为重大问题.
结论:
- 加拿大OT项目在疫情期间在课程交付方面表现出了相当大的适应性.
- 虽然项目表现出了灵活性,但这些快速适应的人类损失仍然很明显.
- 现场工作安置的持续挑战以及对人际交往技巧和评估完整性的高度关注需要持续关注.
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