听力学有效的临床教学策略:反思性的专题分析
David P Jedlicka1,2, Elaine Mormer1
1Department of Communication Science and Disorders, School of Health and Rehabilitation Science, University of Pittsburgh, PA.
American journal of audiology
|January 26, 2026
概括
听力学博士 (AuD) 学生发现,当教师培养独立性并提供富有成效的反时,临床教学是有效的. 关键策略包括吸引学生的思想,提供支持,以及为最佳学习建模临床技能.
科学领域:
- 听力学教育 听力学教育
- 临床教学策略 临床教学策略
- 学生的学习成果 学生的学习成果
背景情况:
- 有效的临床教育对于培养有能力的听力学家至关重要.
- 有限的研究重点是学生对有效的临床教学方法的看法.
- 现有证据经常优先考虑教育工作者的观点,而不是学生的经验.
研究的目的:
- 确定临床教学策略中被听力学博士 (AuD) 学生认为最有效的主题.
- 探索学生在实习期间对有影响力的临床指导的观点.
- 为了收集改善听力学临床教育的见解.
主要方法:
- 使用布劳恩和克拉克反射主题分析的定性研究.
- 对62名AuD学生的开放式调查答案的分析.
- 数据编码并根据学生报告的积极学习影响分组为主题.
主要成果:
- 五个主要主题出现了:吸引学生的思想,培养独立性,提供富有成效的反,提供支持性的方法,并利用有效的教学策略.
- 跨主题的重叠代码突出了有效的临床指导的相互联系.
- 学生们重视一个清晰的路径,独立学习,反和质疑技巧.
结论:
- 对于AuD学生来说,有效的临床教学策略包括引人入胜的思想,独立性,反,支持和明确的指导.
- 学生的学习需求各不相同,需要适应性的教学方法.
- 这些发现可以为听力学临床讲师培训提供信息,以增强学生的学习体验.
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