物理治疗学生的医生之间的元认知意识:混合方法调查调查
Aaron Hartstein1, Dominic Barrette2, Michael Chicarella3
1Division of Physical Therapy, Shenandoah University, Winchester, VA, USA.
Physiotherapy theory and practice
|October 23, 2025
概括
学生物理治疗师 (SPT) 的超认知意识随着经验的发展而发展,从认知知识转向认知调节. 二年级的SPT表现出更好的元认知能力,这表明有针对性的策略可以增强临床推理.
科学领域:
- 教育心理学教育心理学
- 物理治疗教育教育 物理治疗教育
背景情况:
- 超认知意识对于批判性思维至关重要,并通过上下文,反思和经验来发展.
- 学生物理治疗师 (SPT) 的超认知意识以前没有报告过.
研究的目的:
- 探索SPT的元认知意识.
- 确定影响SPT超认知意识发展的因素.
主要方法:
- 一项解释性的混合方法研究,涉及4个入门级队列中的239名SPT.
- 超认知意识清单 (MAI) 评估了认知知识 (KOC) 和认知调节 (ROC).
- 数据收集发生在学期的多个时间点,补充了半结构面试和概念映射.
主要成果:
- 随着时间的推移,总MAI,KOC或ROC没有发现显著差异.
- 申报知识在新入学的SPT中最高,而条件知识在第二年SPT中增加.
- 总的MAI,规划和信息管理技能在第二年SPTs显著改善.
结论:
- 进入的SPT可能会表现出过度的自信;在二年级学生中ROC的改善凸显了体验式学习的价值.
- 有意义的生活事件,内容相关性和背景似乎促进了从KOC到ROC的转变.
- 在SPT中提高元认知意识和临床推理可以通过促进自我评估和反思等特定策略来实现.
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