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Movement Retraining using Real-time Feedback of Performance
Published on: January 17, 2013
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在使用活动理论的物理治疗最后一年的学生之间的反经验的定性探索
Alison Lupton-Smith1,2, Nicoline Herman3, Anna Schmutz4,5
1Division of Physiotherapy, Stellenbosch University, Cape Town, South Africa. aluptonsmith@sun.ac.za.
BMC medical education
|January 20, 2025
概括
学生的反参与是复杂的. 虽然理疗学生认识到他们的积极作用,但关系和课程设计可能会阻碍他们的反实践.
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:
- 有效的反对于学习至关重要,但往往无法达到预期的结果.
- 学生与反的参与受各种因素的影响,需要学生和教育工作者之间的相互理解.
研究的目的:
- 为了探索最后一年的理疗学生对反的看法.
- 了解影响学生参与高中反的因素.
主要方法:
- 定性研究涉及十二个半结构面试与理疗学生.
- 使用文化历史活动理论分析采访数据.
主要成果:
- 学生认为反是一个持续的,协作对话,他们积极参与和承认他们的机构.
- 学生在反中的代理经常受到环境因素,背景,特别是与教育工作者感知的关系的破坏.
- 对学生反感知的积极影响与被认为可信的教育工作者有关,并培养了安全的心理社会环境.
结论:
- 学生的感知和对反的参与是因因素的复杂相互作用而产生的.
- 虽然学生承认他们的代理,但它可能受到人际关系动态和课程结构的约束.
- 教师应该批判性地检查他们在培养和使学生能够充分利用他们的机构在反过程中的作用.
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