相关实验视频
Updated: Jan 17, 2026

Movement Retraining using Real-time Feedback of Performance
Published on: January 17, 2013
培训教师成员来教练物理治疗学生的博士
Kayla Black1,2,3,4, Tricia R Prokop1,2,3,4, Ray R Buss1,2,3,4
1Kayla Black is an assistant professor and director of student affairs in the Doctor of Physical Therapy Program at the Hawaii Pacific University, Honolulu, 500 Ala Moana Blvd, Building 6-500, Honolulu, HI 96813 (kdblack@hpu.edu). Please address all correspondence to Kayla Black.
教师辅导培训显著改善了物理治疗师教育工作者的教练培训.
科学领域:
- 物理治疗教育教育 物理治疗教育
- 教师发展学院发展学院
- 辅导干预 辅导干预
背景情况:
- 物理治疗博士 (DPT) 学生面临学术和个人挑战.
- 辅导是推的学生支持,但教师培训是研究不足.
- 在DPT课程的指导中需要结构化的教师发展.
研究的目的:
- 概述DPT课程中教师教练的结构化专业发展计划.
- 评估教练培训对教师态度,技能和自我效能的影响.
- 评估教师教练培训在加速,混合DPT环境中的可行性和有效性.
主要方法:
- 开发了一个培训计划,重点是同情地倾听,强有力的问题和教练结构.
- 在教师培训中使用异步和同步交付方法.
- 通过对态度,技能和自我效能进行干预前后调查,评估教师变化.
主要成果:
- 教师参与者在态度,自我效能和与辅导相关的技能方面表现出显著的改善.
- 结构化教练培训计划被发现是可行的和有效的.
- 在所有三个核心教练概念中都观察到积极的变化.
结论:
- 结构化的教练培训有效地提高了教师对DPT学生教练能力的看法.
- 该培训模式可以适应不同的DPT课程,并可以改善教师角色.
- 进一步的研究应该探索这种培训对学生成果的影响.
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