在免费环境中进行 SPT 和 SPTA 协同学习:专业内学习的模式
Mitchell St Clair1, Brian A Wienk1
1Department of Physical Therapy, Briar Cliff University, Sioux City, IA, USA.
Journal of clinical education in physical therapy
|December 17, 2025
概括
学生物理治疗师 (SPT) 和学生物理治疗师助理 (SPTA) 从一个点对点的无偿诊所模式中受益. 这种协作方法增强了未来医疗保健专业人员的临床决策,沟通技巧和信心.
科学领域:
- 物理治疗教育教育 物理治疗教育
- 专业间合作 专业间合作
- 医疗保健劳动力发展工作人员
背景情况:
- 临床教育对于培养合格的物理治疗师 (SPT) 来说至关重要.
- 在实践中,SPT经常与物理治疗师助理 (PTA) 合作.
- 需要在SPT-SPTA合作中进行有效的培训,以确保优质的医疗保健.
研究的目的:
- 评估学生物理治疗师 (SPT) 和学生物理治疗师助理 (SPTA) 的点对点协作学习模型.
- 评估该模型对临床决策,沟通和信心的影响.
- 探索学生和教师对这种协作教育方法的偏好.
主要方法:
- 在中西部的DPT计划中,一个由学生经营的免费诊所被利用.
- 一个点对点模型将一个SPTA与两个SPT配对为4周的临床轮换.
- 从SPTA和教师那里收集了定性反.
主要成果:
- SPT获得了任务委托和专业内部沟通方面的经验.
- 学生报告说,与同龄人一起工作的信心和舒适度增加了.
- SPTA和教师都赞成以团队为基础的学习方法,并指出增强了客户互动和临床成长机会.
结论:
- 将免费诊所与PT/PTA团队学习环境相结合,可以促进有价值的专业内教育.
- 这种模式有效地为学生准备在物理治疗中的协作实践.
- 同行对同行模式增强了学生的学习,信心和为医疗保健工作人员做好准备.
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