通过虚拟跨专业教育为学校实践准备研究生
Virginia L Dubasik1, Sue A Denninger, Lisa Sakemiller
1Dep. of Communication Sciences and Disorders, Bowling Green State University, 248 Health and Human Services Bldg., Bowling Green, OH 43403, USA. Tel 419-372-7168. vdubasi@bgsu.edu.
虚拟跨专业教育 (IPE) 增强研究生对学校实践的信心和能力. 这种虚拟IPE体验改善了人们对协作和团队工作技能的认识.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 专业间教育 专业间教育
- 虚拟学习环境 虚拟学习环境
背景情况:
- 现有的跨专业教育 (IPE) 文献主要集中在医疗保健环境中,对学校实践的虚拟IPE的研究有限.
- 了解虚拟IPE对相关健康研究生的影响对于开发有效的协作实践模型至关重要.
- 基于学校的实践需要职业治疗 (OT),物理治疗 (PT) 和语音语言病理学 (SLP) 专业人员之间强有力的专业间合作.
研究的目的:
- 检查职业治疗,物理治疗和语音语言病理学研究生自我报告的跨专业 (IP) 能力和认知中的变化.
- 评估以学校为基础的实践为重点的虚拟IPE体验的影响.
- 评估合作经验与知识产权能力之间的关系.
主要方法:
- 采用了重复措施设计和回顾性分析.
- 专业间协作能力达到调查修订 (ICCAS-R) 和事件后反思问题测量了知识产权能力.
- 分析了130名研究生的数据,使用描述性统计,皮尔森相关性,后期分析和ANOVA.
主要成果:
- 研究生报告说,他们与ICCAS后的陈述达成一致,这表明在虚拟IPE体验后,他们感受到的信心更大.
- 在合作经验数量和ICCAS-R前后分数之间发现了显著的正相关性 (p<0.05).
- 主题分析确定了与学生在团队环境中的沟通和协作技能的四个关键主题.
结论:
- 虚拟IPE体验对研究生在学校实践环境中感知到的跨专业能力产生积极影响.
- 虚拟IPE有效地支持跨专业教育协作 (IPEC) 能力的发展,包括角色,责任,沟通和团队合作.
- 虚拟IPE可以解决认证标准,并提高未来医疗保健专业人员的协作实践准备.
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