从不确定性到能力:对职业治疗教育中的信心发展的纵向研究
Natalie A Perkins1, Rajvinder Bains1
1Department of Occupational Therapy, University of the Pacific, Sacramento, California, USA, pacific.edu.
Occupational therapy international
|December 25, 2025
概括
学生对神经科学课程的信心在15周的课程中显著增加. 诸如以前的经验,教学支持和兴趣等因素影响了信心,而内容复杂性则构成了挑战.
科学领域:
- 神经科学教育的神经科学教育
- 职业治疗博士课程 职业治疗博士课程
- 学术的信心学术的信心.
背景情况:
- 自信对于学业成绩至关重要,尤其是在神经科学等复杂学科中.
- 自信和自我效能是不同的,但相关的构造.
- 有限的研究存在于职业治疗神经科学课程的信心发展.
研究的目的:
- 在15周的神经科学课程中纵向检查学生信心的变化.
- 确定影响职业治疗学生信心发展的因素.
- 整合定量和定性数据,以全面了解信任动态.
主要方法:
- 一项纵向混合方法研究,涉及73名职业治疗博士生,分两个队伍.
- 每周进行利克特比例调查,以测量与神经科学相关的信心.
- 基线,课程中期和课程结束的开放式问题,以获得定性见解.
- 对定量数据进行非参数统计测试,对定性数据进行主题/情感分析.
主要成果:
- 两个队列都显示出从基线到疗程结束的信心在统计学上显著增加 (p < 0.001).
- 定性主题包括先前的学术经验,教学支持,对神经学实践的兴趣,以及内容复杂性/焦虑.
- 信心增长与实践活动,同行协作和结构化的反有关.
结论:
- 学生对神经科学教育的信心可以在一个学期内显著提高.
- 自信的发展受到学术,教学和个人因素的结合的影响.
- 研究结果支持故意的支架,积极的学习,以及在职业治疗课程中的同行协作,以提高学生的信心和为临床实践做好准备.
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