辅导导师:培养临床教师跨文化心理资本,以支持文化/语言多样化的DPT学生
Keshrie Naidoo1, Caitlin Fitzgerald1, Monica Arrigo1
1Department of Physical Therapy, MGH Institute of Health Professions, Boston, MA, USA.
Journal of clinical education in physical therapy
|December 17, 2025
概括
多个导师模式改善了临床导师 (CI) 的跨文化心理资本 (CC PsyCap) 和导师技能. 这加强了对在临床教育经验 (CEEs) 期间的文化和语言多样性 (CLD) 物理治疗学生的支持.
科学领域:
- 物理治疗教育教育 物理治疗教育
- 健康 职业 教育 教育 专业
- 医疗保健中的文化能力.
背景情况:
- 文化和语言多样性 (CLD) 学生在临床教育经验 (CEE) 中面临孤立和微型攻击.
- 缺乏对文化敏感的导师加剧了在物理治疗博士课程中CLD学习者的挑战.
- 现有的指导模式可能无法充分满足CLD学生的独特需求.
研究的目的:
- 调查一个多个导师模型,涉及CLD学习者,临床教练 (CI) 和CLD导师.
- 确定该模型是否增强了CI跨文化心理资本 (CC PsyCap) 和指导技能.
- 评估该模型在CEEs期间支持CLD学习者的有效性.
主要方法:
- 一个为期10周的CEE涉及三个CLD学习者,他们的CI,和匹配的CLD导师.
- 国际信誉机构接受了在线跨文化导师培训,并参加了四次联合会议.
- 用CEE前和后的调查来测量CI CC PsyCap的变化,并补充了采访数据的主题分析.
主要成果:
- 所有的CI都在CEE后显示了CC PsyCap分数的增加.
- 智能培训机构对CLD学习者的需求和打击偏见的策略有了更大的认识.
- CLD学习者报告了种族和同化方面的挑战,但重视了支持性的CI和导师.
结论:
- 通过多个导师模式,可以有效地发展CI CC PsyCap和导师技能.
- 培养CLD导师和有针对性的培训对于提高CI支持CLD学习者的能力至关重要.
- 这种方法提高了CEEs对CLD物理治疗学生的包容性和有效性.
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