通过创伤性脑损伤改善认知同情体验学习:一种新的混合方法方法,用于语音语言病理学研究生教育
Kathryn Hardin1, Jessica Rossi-Katz1, Scott Busch2
1Speech, Language, Hearing Sciences Department, Metropolitan State University of Denver, CO.
American journal of speech-language pathology
|January 13, 2025
概括
认知同情培训改善了语音语言病理学学生的创伤性脑损伤 (TBI) 知识和同情心. 经验式学习提高了对TBI影响的认识,这表明它对未来临床护理的价值.
科学领域:
- 神经科学是一个神经科学.
- 医学教育 医学教育
- 康复科学 康复科学 康复科学
背景情况:
- 患有创伤性脑损伤 (TBI) 的患者报告医疗保健提供者往往缺乏知识和同情心.
- 有效的TBI护理需要提供者了解患者的观点和经验.
- 需要有意的培训来培养医疗保健专业人员的同理心技能.
研究的目的:
- 通过体验式学习评估认知同情训练对语音语言病理学研究生TBI知识,意识,信心和同情感的影响.
- 评估TBI视角模拟在提高临床技能和理解方面的有效性.
- 试行一种旨在改善TBI护理提供者结果的培训方法.
主要方法:
- 一项试点研究使用了描述性的准实验性融合平行混合方法设计.
- 19名语音语言病理学研究生参加了基于科尔布的体验式学习模型的半天TBI视角模拟.
- 参与者参与模拟的日常生活活动,用感官操纵,与TBI患者互动,收集了定量和定性数据.
主要成果:
- 在培训后观察到TBI知识,同情心和对TBI症状影响的意识显著增加.
- 参与者报告了临床信心的变化,尽管这在个人之间有所不同.
- 经验式学习干预有效地提高了对TBI患者经验的理解.
结论:
- 通过体验式学习进行认知同情培训是增强TBI知识,同情和症状意识的可行方法,用于语音语言病理学家.
- 这种方法有可能改善个人患者和医疗保健提供者在TBI临床护理中的结果.
- 建议在不同的环境中进行复制,以将TBI同理心培训作为标准的教育组成部分.
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