南非物理治疗师对物理治疗专业学生大体解剖教育的看法

Dorothy Shead, R. Roos, B. Olivier, A. Ihunwo
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引用次数: 12

摘要

物理治疗师了解安全有效的临床实践所需的大体解剖学知识的深度。他们可以对物理治疗学生解剖课程的内容和教学提出有见地的意见。本研究的目的是收集物理治疗师对本科物理治疗专业学生解剖学课程内容的看法,并确定应该使用的教学方法。方法本研究采用定性方法,采用扎根理论方法结合半结构化访谈。理论抽样用于确定具有代表性的南非物理治疗师。采用两名独立编码器对数据进行连续人工分析的归纳过程。在确定主题之前,数据被折叠。建立了三角测量和其他数据可信度策略。结果5个焦点组(n = 32)均达到理论饱和。人口统计资料显示,所有年龄组和性别的物理治疗师在不同的临床领域工作。从解剖学课程的“结构”、“内容”和“教学法”到课程对学生心理的影响,我们确定了七个主题,并将其纳入其中。将解剖学垂直整合到后来的临床前几年,结合物理治疗师教授解剖学,“物理治疗师人格”和“解剖学知识”用于临床实践。结论物理治疗师的意见在确定课程和教学考虑方面是重要的,这些考虑可以纳入为物理治疗学生设计的解剖学课程。对物理治疗专业的学生进行有针对性的解剖学教育,有助于学习和保留有效、安全的临床实践所必需的解剖学知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Opinions of South African physiotherapists on gross anatomy education for physiotherapy students
Background Physiotherapists know the depth of gross anatomical knowledge required for safe and effective clinical practice. They can offer insightful opinions on inclusions for and teaching of an anatomy curriculum for physiotherapy students. Objectives The aim of this study was to gather opinions of physiotherapists as to what they perceive as necessary anatomy curricular content for undergraduate physiotherapy students and identify pedagogy that should be used. Method A qualitative methodology using a grounded theory approach incorporating semi-structured interviews was utilised in this study. Theoretical sampling was used to identify representative South African physiotherapists. An inductive process, using continuous manual analysis of data by two independent coders, was undertaken. Data were collapsed until themes were identified. Triangulation and other strategies for trustworthiness of data were instituted. Results Theoretical saturation was reached after five focus groups (n = 32). Demographical information indicated physiotherapists of all age groups and both genders working in diversified clinical areas. Seven themes were identified and incorporated information from ‘structure’, ‘content’ and ‘pedagogy’ for anatomy programmes to the psychological impact of course aspects on a student’s psyche. Vertical integration of anatomy into later preclinical years, incorporation of physiotherapists to teach anatomy, a ‘physiotherapist personality’ and ‘anatomy know how’ for clinical practice were included. Conclusion Opinions of physiotherapists are important in identifying curricular and teaching considerations that can be incorporated into an anatomy programme designed for physiotherapy students. Clinical implications Targeted anatomy education for physiotherapy students can aid learning and retention of anatomical knowledge necessary for effective and safe clinical practice.
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