从共识到课堂:学校教师的德尔菲衍生的管理能力
Sulena Sulena1, Gagandeep Singh2, Khushboo Bhagat1
1Department of Neurology, Guru Gobind Singh Medical College and Hospital, Faridkot, Punjab, India.
Epilepsy & behavior : E&B
|July 20, 2025
概括
为改善学校的发作管理,为教师制定了新的发作教育课程. 这项基于能力的课程增强了教师的知识,并为患有的学生提供了课堂支持.
科学领域:
- 教育教育教育教育教育教育.
- 神经学 神经学
- 公共卫生 公共卫生
背景情况:
- 患有的儿童在学校面临耻辱和排斥,特别是在资源较低的环境中.
- 现有的基于学校的干预措施是分散的,缺乏结构.
- 需要基于证据的框架来支持在教育环境中患有的学生.
研究的目的:
- 为学校教师制定基于能力的教育课程.
- 提高教师识别发作的能力,作出适当的反应,并提供包容性的课堂支持.
- 为了解决基于学校的病护理的知识和响应差距.
主要方法:
- 在印度各个地区进行了一项混合方法,德尔菲指导的研究.
- 克恩的六步模型和社会认知理论为课程开发提供了信息.
- 需要评估,重点小组,采访,文献综述和多学科专家小组 (n=42) 被利用.
主要成果:
- 为教师制定了一个全面的基于能力的意识课程.
- 通过专家共识,最终确定了十个核心领域和一个入门主题.
- 制定了58个能力和170个SMART学习目标,进行了初步现场测试和改进.
结论:
- 通过远程医疗提供,基于能力的病课程成功开发.
- 该课程解决了学校教师之间的关键知识和响应差距.
- 这种可扩展的模型可以改善基于学校的治疗,并为其他慢性疾病提供干预信息.
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