检查临床学习环境和物理治疗教育中的临床推理之间的关系
Sidney M Stoddard1, Lori Kupczynski1, Crissie M Jameson1
1College of Health Sciences, University of St. Augustine for Health Sciences, St. Augustine, FL, USA.
Journal of clinical education in physical therapy
|December 17, 2025
概括
这项研究发现,物理治疗临床学习环境中的因素与物理治疗博士学生在临床推理中的自我有效性之间没有显著的关系. 需要进一步的研究来确定影响临床推理发展的因素.
科学领域:
- 物理治疗教育教育 物理治疗教育
- 发展临床推理 发展临床推理
- 医疗保健专业培训 医疗保健专业培训
背景情况:
- 新毕业的物理治疗师需要强大的临床推理技能.
- 物理治疗博士 (DPT) 课程必须通过教育培养临床推理.
- 关于影响物理治疗临床学习环境 (CLE) 的因素的研究有限.
研究的目的:
- 调查物理疗法CLE和DPT学生在临床推理中的自我效能感知因素之间的关联.
- 探索个性化,学生参与,任务导向,创新和学生满意度在CLE中如何与临床推理自我有效性有关.
主要方法:
- 一项定量,探索性,相关性研究调查了45名DPT最后一年的学生.
- 参与者完成了物理治疗自我效能度表和临床学习环境清单-19 (CLEI-19).
- 使用推论和描述统计数据来分析CLE因素和临床推理自我有效性之间的关系.
主要成果:
- 在临床推理中的自我有效性和感知到的个性化之间发现了弱,积极,但在统计学上不显著的关系 (r=0.21,P=0.163).
- 同样,在学生参与度 (r=0.14,P=0.375),任务导向 (r=0.03,P=0.867),创新 (r=0.16,P=0.286) 和学生满意度 (r=0.28,P=0.064) 上也观察到非显著的关系.
结论:
- 物理治疗CLE中的当前因素,学生所感知的,与其在临床推理中的自我有效性没有显著的相关性.
- 研究结果表明,需要DPT程序来探索和确定有效促进临床推理的特定CLE因素.
- 这项研究为未来的研究提供了基础,以优化物理治疗临床学习环境,以提高临床推理技能.
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