Student adaptation to problem-based learning in an entry-level master's physical therapy program
Student adaptation to problem-based learning in an entry-level master's physical therapy program
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学生在入门级物理治疗硕士课程中适应基于问题的学习
DOI：
10.1080/09593980390246715
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
J. Wessel
中科院分区：
文献类型：
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作者：
Renee M. Williams;J. Macdermid;J. Wessel
摘要本研究旨在探讨物理治疗专业学生对于以问题为基础的学习方式的认知。51名学生每周写一篇关于他们在第一个学术单元学习的日记。三名教师独立阅读和编码的条目，并共同努力，形成类别和主题。成员检查用于进一步验证数据解释。研讨会，评估，临床经验，并访问资源是最常提到的学习活动。学生们最初被项目的要求所淹没，但很快就制定了应对每一个新挑战的策略。在这个过程中，他们获得了信心，并在单位结束时，承认他们的重大成就。与适应以问题为基础的学习有关的主题包括学生需要：建立自己的学习结构，学习更有效和更有效的获取信息的方法，发展应对压力的方法，以及获得对他们学习的肯定。其他主题包括：学生对群体动力学的认识，给予和接受反馈的困难和价值，以及教育过程对他们的学习和物理治疗实践的价值。
The purpose of this study was to describe physical therapy students' perceptions of how they were adapting to problem-based learning in an entry-level Master's program. Fifty-one students wrote weekly journal entries about their learning during their first academic unit. Three faculty members independently read and coded the entries and worked together to form categories and themes. Member checking was used to further verify the data interpretation. Tutorial sessions, evaluations, clinical experiences, and accessing resources were the most frequently mentioned learning events. The students were initially overwhelmed by the program demands, but quickly developed strategies to deal with each new challenge. In the process, they gained confidence and, by the end of the unit, acknowledged their significant accomplishments. The themes associated with the adaptation to problem-based learning included the students' need to: establish their own learning structure, learn more efficient and effective means of accessing information, develop ways of coping with stress, and receive confirmation of their learning. Additional themes were: students' awareness of group dynamics, the difficulty and value of giving and receiving feedback, and the value of the educational process to both their learning and to the practice of physical therapy.