在物理治疗学生中建立坚,性和成长心态的干预
Marlena Calo1, Belinda Judd2, Lucy Chipchase3
1La Trobe University, Melbourne, Victoria, Australia.
The clinical teacher
|September 7, 2025
概括
5周的教育干预改善了低基线水平的物理治疗学生的学术力和成长心态. 这种干预措施对培养具有适应能力的卫生专业人员在具有挑战性的临床环境中充满希望.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 物理治疗 物理治疗
- 健康心理学在健康中的心理学
背景情况:
- 坚,弹性和成长思维对于健康专业学生在临床环境中进行导航至关重要.
- 这些特征有助于积极适应临床学习挑战.
研究的目的:
- 评估5周的教育干预是否可以在临床实习期间提高物理治疗学生的坚,弹性和成长思维.
- 确定干预对学术性的影响.
主要方法:
- 一个单组在线教育干预研究.
- 物理治疗学生每周参加5周.
- 经过验证的工具测量了干预前后的坚,性,心态和学术力.
主要成果:
- 在整个队列中,没有观察到结果指标的整体变化.
- 在基线时具有固定或未决心态的学生在心态类型中表现出显著的改善.
- 在基线时学术力较低的参与者在干预后表现出明显更高的水平.
结论:
- 有针对性的干预措施可以增强成长心态和学术力,特别是在基线水平较低的学生中.
- 需要进一步的研究来将干预措施与学生个体特征相匹配,以获得最佳的结果.
- 培养这些特征可以帮助创造适应高压临床环境的健康专业人员.
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