在入门级物理治疗师教育中对学生学习的小组工作的看法:定性研究
Elaina Manolis1, Pamela Donlan
1Northeastern University, 301 Robinson Hall, 336 Huntington Ave, Boston, MA 02115, USA. e.manolis@northeastern.edu.
Journal of allied health
|March 9, 2026
概括
在物理治疗教育中小组工作提供了诸如增强视角和适应能力等好处,但可能会限制认知知识. 刻意的教学设计对于最大限度地提高教育价值和学生成长至关重要.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 物理治疗课程 物理治疗课程
- 教学策略 教学策略
背景情况:
- 小组工作在卫生专业教育中被用来增强学习和临床技能.
- 对其有效性的研究提出了关于批判性思维,表现和学习成果的混合发现.
- 学生对小组工作对物理治疗教育学习的影响的看法需要进一步探索.
研究的目的:
- 调查学生的观点,小组工作如何影响物理治疗师教育中的学习.
- 确定学生在协作学习活动中的经验中出现的关键主题.
主要方法:
- 质量内容分析方法.
- 通过与七名参与者进行半结构化,面对面的焦点小组采访收集的数据.
- 对转录的采访数据进行主题分析.
主要成果:
- 三个主要主题出现了:教育价值取决于教学设计,个人成长是通过合作来促进的,认知知识获取的范围可能是有限的.
- 学生们强调了有意向教学的必要性,以创造有意义的学习体验.
- 人们担心,小组工作是否有能力发展深入的认知知识.
结论:
- 在物理治疗课程中整合小组工作需要仔细考虑教学策略和评估方法.
- 教师必须平衡协作学习的好处与个人知识发展的需要.
- 应注意群组评估的权重和与课程目标的协调.
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