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教育逃生室对物理治疗学生对临床推理发展的看法的影响:一种定性研究
Jessica L Sullivan1, Karen E H Grossnickle, Elizabeth S Moore
1From Central Michigan University (J.L.S., K.E.H.G.), Mount Pleasant, MI; and University of Indianapolis (E.S.M., B.M.), Indianapolis, IN.
教育逃生室 (EERs) 通过提供安全的知识应用和反思环境,提高物理治疗 (PT) 学生的临床推理 (CR) 技能. 这种引人入胜的活动支持CR在课程早期的发展.
科学领域:
- 健康 职业 教育 教育 专业
- 发展临床推理 发展临床推理
- 基于模拟的学习
背景情况:
- 临床推理 (CR) 对医疗保健专业人员至关重要,需要深入的知识和实践技能.
- 模拟体验,如教育逃生室 (EERs),为开发CR提供引人入胜的环境.
- 从学生的角度来看,对EER对CR的影响的研究有限.
研究的目的:
- 探索物理治疗 (PT) 学生对CR发展的看法.
- 评估EER活动对PT学生CR的影响.
主要方法:
- 采用了一个基本的解释性定性设计.
- 在EER后进行了17次个人半结构面试.
- 开放式和轴向式编码用于数据分析.
主要成果:
- 出现在四个主题:理解"为什么",研究生学习经验,知识应用和增长.
- EERs促进了对CR的更深入的理解.
- 学生安全地应用概念并获得实践经验,强调反思的价值.
结论:
- 在PT课程中早期整合EER可以促进CR的发展.
- 在安全,有吸引力的环境中,EER强调知识应用和技能实践.
- 该活动挑战学生适应模拟的临床场景,促进弹性.
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