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通过国际服务之旅进行专业间体验式学习的自我效能:一种混合方法研究

William Sit¹, Katy Davis¹, Ryan Hulla²

¹School of Occupational Therapy, Texas Woman's University, Dallas, TX, USA.

Occupational therapy in health care

|March 23, 2025

概括

在服务之旅中进行的跨专业体验式学习显著提高了治疗学生的自我效能. 不同治疗专业之间的合作提高了对团队合作和跨专业技能的信心.

科学领域:

医学教育医学教育
健康专业教育卫生专业教育
专业间教育专业间教育

背景情况:

跨专业体验式学习对于发展协作型医疗保健专业人员至关重要.
服务旅行为沉浸式跨专业教育提供了独特的机会.
评估对学生自我效能的影响对于课程开发至关重要.

研究的目的:

检查国际专业间服务旅行对职业治疗,物理治疗和语音病理学学生自我效能的影响.
评估学生对专业间互动和团队评估的信心的变化.
探索学生对跨专业合作如何影响他们的自我效能的看法.

主要方法:

试点混合方法教育研究,涉及治疗学生在危地马拉进行为期9天的服务之旅.
旅行前和旅行后的调查与开放式问题进行,以评估自我有效性.
调查数据的定量分析和开放式响应的定性分析.

主要成果:

在旅行后的专业间互动和团队评估中观察到自我有效性的统计显著增加.
学生的自我效能受到参与跨专业体验式学习的积极影响.
定性数据表明,与其他专业的同行合作是影响自我效能的关键因素.

结论:

国际跨专业服务之旅有效提高治疗学生的自我效能.
跨不同卫生专业的同行协作是提高自我效能的强大推动力.
调查结果支持继续开发和实施跨专业服务学习计划.

关键词:

合作合作合作教育教育教育教育的教育.评估和反,以及反.互动互动互动互动这是一个跨学科的跨学科课程.

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