Evaluation of Learning Approaches Among Physiotherapy Students in Haryana: A Cross-Sectional Study

IF 2.1 4区 医学 Q3 HEALTH CARE SCIENCES & SERVICES
Pooja, Megha Gakhar, Bhawna Verma, Vinay Jagga
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引用次数: 0

Abstract

Introduction

Understanding students' learning approach, modifying teaching methods, curriculum and material accordingly is essential to deliver quality education. Knowing more about the learning approaches assists in upgrading the profession's quality for continuous professional development.

Methods

The cross-sectional study was carried out among physiotherapy students studying in physiotherapy colleges affiliated with the same university. The Approaches and Study Skills Inventory for Students questionnaire was used to evaluate learning approaches in both preclinical and clinical students. Data were analysed using the IBM Statistical Package SPSS 27. Statistical significance was set at p < 0.05.

Results

A total of 250 participants with a mean age of 21.09 + 1.93 years, 129 (51.6%) in the preclinical group and 121 (48.4%) in the clinical group participated in the study. 67 (26.7%) of the students were male, while 183 (72.9%) were females. The vast majority of participants (97.6%) adopt a deep approach to learning, while only a small fraction (2.0%) use a surface approach, with the strategic approach being rarely used (0.4%). No significant difference was observed between the males and females, and students of different colleges under the same university.

Conclusion

The predominant approach is the deep learning approach reflecting active learning. This may indicate that curriculum and strategies of teaching are employed over physiotherapy students to promote quality learning. Also, the teaching preferences varies between two group of physiotherapy students. Thus, this will also assist physiotherapy educators in planning and delivering learning activities according to learners by knowing their preferences.

哈里亚纳邦物理治疗学生学习方法的评价:一项横断面研究。
导读:了解学生的学习方式,对教学方法、课程和教材进行相应的修改,是实施优质教育的必要条件。了解更多的学习方法有助于提升专业素质,促进专业的持续发展。方法:采用横断面调查方法,对在同一大学附属物理治疗学院学习的物理治疗专业学生进行调查。使用学生学习方法和学习技能问卷来评估临床前和临床学生的学习方法。数据分析采用IBM统计软件包SPSS 27。结果:共有250例患者参与研究,平均年龄21.09 + 1.93岁,临床前组129例(51.6%),临床组121例(48.4%)。男生67人(26.7%),女生183人(72.9%)。绝大多数参与者(97.6%)采用深度学习方法,而只有一小部分(2.0%)使用表面方法,很少使用战略方法(0.4%)。男女、同一所大学不同学院学生的心理健康水平无显著差异。结论:反映主动学习的深度学习方法占主导地位。这可能表明在物理治疗学生中使用了课程和教学策略来促进质量学习。此外,两组物理治疗学生的教学偏好也有所不同。因此,这也将帮助物理治疗教育者通过了解学习者的喜好来计划和提供学习活动。
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来源期刊
CiteScore
4.80
自引率
4.20%
发文量
143
审稿时长
3-8 weeks
期刊介绍: The Journal of Evaluation in Clinical Practice aims to promote the evaluation and development of clinical practice across medicine, nursing and the allied health professions. All aspects of health services research and public health policy analysis and debate are of interest to the Journal whether studied from a population-based or individual patient-centred perspective. Of particular interest to the Journal are submissions on all aspects of clinical effectiveness and efficiency including evidence-based medicine, clinical practice guidelines, clinical decision making, clinical services organisation, implementation and delivery, health economic evaluation, health process and outcome measurement and new or improved methods (conceptual and statistical) for systematic inquiry into clinical practice. Papers may take a classical quantitative or qualitative approach to investigation (or may utilise both techniques) or may take the form of learned essays, structured/systematic reviews and critiques.
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