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Yu Hang Zheng Andrew Palombella Jenn Salfi Bruce Wainman 《Anatomical sciences education》2019,12(1):52-60
Several studies have shown significant improvements in the attitudes and perceptions of healthcare professional students toward interprofessional education (IPE) immediately following intervention with IPE courses. However, there remains little evidence on the lasting effects of IPE courses and the long-term influences of these IPE experiences are poorly documented. The purpose of this study is to assess the long-term effects of an intensive, ten-week interprofessional gross anatomy dissection course at McMaster University. Attitudes and perceptions of past participants towards interprofessional learning were evaluated, now that they have started working with other healthcare professionals outside of the IPE course setting. Thirty-four past participants who have clinical experience working in interprofessional settings or are currently working in the healthcare field completed a follow-up questionnaire consisting of a modified Readiness for Interprofessional Learning Scale (RIPLS) and open-ended questions. Quantitative analysis revealed a significant decrease in their attitude towards teamwork and collaboration and respect for other health professions, but a significant improvement in their understanding of roles and responsibilities compared to their results immediately after the IPE intervention. Qualitative analysis of open-ended questions revealed several themes such as developing interprofessional competencies, developing relationships, and remembering the strengths of the IPE dissection course. The results of this study indicate that the IPE experience in anatomy was highly valued by the students and that past participants maintain a clear understanding of their scope of practice, but the reality of clinical practice may have eroded gains made in the program. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献
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The present study is part of acomprehensive research project with the generalaims of comparing how problem-based learning isrealised in three different professionaleducational programmes. The specific aims ofthis study are to describe and analyse howstudents in the three different programmesconceive of the meaning of problem-basedlearning and how they experience their studieswithin a problem-based learning programme. ThePBL programmes are a Bachelor's programme inPhysiotherapy, a Master's programme inPsychology, and a Master's programme inComputer Engineering. Data were analysedqualitatively. The results reveal differencesin how the students in the three programmesconceive of their autonomy as learners,co-operation with their counterparts and theauthenticity of the learning task. The findingspossibly also reflect the taken-for-grantedperspectives of knowledge, embedded in thecultures of the professional practices and thescientific disciplines to which the programmespertain. 相似文献
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《Journal of Further & Higher Education》2012,36(4):459-476
Physiotherapy became a graduate profession in the 1990s marking a shift from ‘training’ to ‘education’. This means students are required to develop as reflective, innovative and autonomous practitioners. Traditional work-based learning has remained a key component in the curricula of physiotherapy programmes in higher education. This is delivered by qualified physiotherapists who take on the role of ‘practice educator’ with responsibility for teaching, supervision and assessment. The teaching and learning strategies of the university and work-based components of physiotherapy curricula are aligned. Concomitantly the delivery of physiotherapy services have become increasingly diverse and the wider health and social care context has changed. In response to these challenges the Chartered Society of Physiotherapy (2006) published guidance on the development of work-based learning in community and non-traditional settings. This study explored how community-based placements could be developed to ensure work-based learning continues to meet students’ needs. An action research methodology was used because any change to established practice is more successful if it involves the people who are responsible for its implementation. Thematic analysis identified three important considerations in the development of community placements: Skill acquisition within community settings; expectations of the available learning and teaching opportunities; effects of health service improvements. This research has highlighted the importance of consultation between all those responsible for physiotherapy work-based learning. A review framework has subsequently been developed to both facilitate this consultation and evaluate placement opportunities available in a specific community setting. 相似文献
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The original work on threshold concepts arose from a project designed to improve students’ learning experiences by taking seriously the features of disciplinary knowledge as its starting point. The conceptual and empirical work on threshold concepts has since developed and matured. While many disciplines have engaged enthusiastically with the identification of threshold concepts, healthcare has not been well represented. Drawing on Cousin’s (2007, 2009) notion of transactional curriculum inquiry, the study explores the identification of threshold concepts in a physiotherapy subject, with a sample of physiotherapy clinical educators, using nominal group technique (NGT). While the article presents a set of concepts from the pilot study, this is not its key contribution. Instead, three novel insights are offered for future threshold concepts research. First, there is a need to extend the stakeholders involved in curriculum reform and renewal beyond the university (particularly, for professions). Second, there must be ongoing opportunities for these external stakeholders to engage with and reflect on the distinct features of threshold concepts if the context and authenticity of practice is to be taken seriously for enhancing student learning. Third, the problem of identification is beset with conceptual challenges that remain unresolved for researchers. 相似文献
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Anatomy Students That are “Team-Taught” May Achieve Better Results Than Those That are “Sole-Taught”
Aaron C. McDonald Rodney A. Green Anita Zacharias Laura Y. Whitburn Diane L. Hughes Meg Colasante Heath McGowan 《Anatomical sciences education》2021,14(1):43-51
Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials. 相似文献
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The aim of the study is to analyze the careers of women gymnastics directors about the turn of the century in 1900. This is done by means of a collective biographical study of the women’s course at the Royal Central Institute of Gymnastics in Stockholm from 1891 to 1893. The study is based above all on unique correspondence between the members of the course, namely a correspondence book circulated among them between 1893 and 1943. This book contained a total of almost 500 letters comprising thousands of handwritten pages with detailed accounts of their professional career and family, as well as life’s positive and negative sides. The study shows that their opportunities of making a career – in Sweden and abroad – in the occupation they had received training in were good. There are several reasons for this success. Swedish gymnastics’ treatment methods were the height of fashion round about the turn of the century in 1900 and there was great demand for their services. They remained faithful to their choice of occupation, even if their career took a back seat for half of them when they married: family life and a professional career could not be combined for them. 相似文献
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理疗在国外运动创伤治疗中的作用和地位 总被引：1，自引：0，他引：1
概述了在科威特体育俱乐部工作期间所了解到的目前国外运动创伤治疗中理疗的运用现状，并就如何加强我国运动创伤治疗中的理疗工作提出了自己的见解 相似文献
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This article examines which bodily performances indicate the significance of gender in the skills training of physiotherapy students. It is based on a qualitative study of first-year students' skills training in a Norwegian physiotherapy education programme. The study draws inspiration from Paechter's theory of the communities of masculinities and femininities, which argues that the material body is significant in gender construction. These findings indicate how, both historically and contemporarily, gender norms are strongly interwoven into students' bodily performances during their professional training. This bodily performance conforms to heteronormativity. Based on these findings, we argue that within critical educational studies of gender there is a need for theoretical frameworks that include a focus on the material body as a site of gender performance. 相似文献
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Lynn Clouder 《Teaching in Higher Education》2013,18(3):289-301
Taking on responsibilities associated with a professional role is an important aspect of experiential learning for undergraduate students on work-based placements. However, responsibility is a complex concept that is connected to issues of trust and risk in the placement context. This paper presents students’ perspectives that illustrate that being given and taking responsibility can be empowering; conversely, being denied responsibility is disempowering. Through an exploration of the students’ experiences, the relationship between responsibility, opportunity, risk and trust is explored. The paper points to a strong indication that the extent to which students are allowed responsibility in the workplace appears to have a fundamental impact on their perceptions of personal efficacy and professional development. 相似文献