学生在在线临床培训平台上使用写作强化课程促进批判性思维技能的经验:一项试点研究。

IF 1 Q3 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Khetsiwe P Masuku, Anniah Mupawose
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引用次数: 1

摘要

背景:2019冠状病毒病(COVID-19)和随后的封锁改变了语言病理学学生的传统临床培训,从而迫使培训机构在大流行期间实施创新和响应性的临床培训策略。因此,在一个在线临床培训项目中,对二年级言语语言病理学学生试行了一个写作强度高的项目。目的:本研究探讨了言语语言病理学学生在COVID-19大流行期间实施的在线临床培训计划中使用写作计划的经验。方法:采用定性调查设计。采用有目的方便抽样的方法,对29名二年级言语语言病理学学生进行抽样调查。通过10个开放式问题引导的在线学生反思来引出学生的回答。数据分析采用演绎主题分析。结果:研究结果表明,该计划的书面部分促进了临床知识的获取,并改善了学生的临床写作过程。学生在书面作业中收到的反馈改善了他们的学习。该课程的临床部分使学生能够在压力较小的环境中学习,并帮助他们对自己的知识和临床技能获得信心。连通性的挑战和一些学生缺乏动力对该项目产生了负面影响。结论:运用写作课程对学生进行临床训练,在将理论应用于临床方面有积极的效果,因为从一年级到二年级的跳跃可能会带来认知上的负担,它为学生提供了时间来巩固和将理论与实践结合起来。写作强度高的课程也能提高学生的写作技巧。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students' experiences of using a writing-intense programme to facilitate critical thinking skills on an online clinical training platform: A pilot study.

Background:  Coronavirus disease 2019 (COVID-19) and the subsequent lockdown altered traditional clinical training for speech language pathology students, thus forcing training institutions to implement innovative and responsive clinical training strategies in the midst of the pandemic. As such, a writing-intense programme was piloted in an online clinical training programme with second-year speech language pathology students.

Objectives:  This study explored speech language pathology students' experiences with a writing programme used during an online clinical training programme implemented during the COVID-19 pandemic.

Method:  The study used a qualitative survey design. Purposive convenient sampling was used to recruit 29 second-year speech language pathology students. Online student reflections guided by 10 open-ended questions were used to elicit responses from students. Data were analysed using deductive thematic analysis.

Results:  Findings revealed that the written component of the programme facilitated the acquisition of clinical knowledge and improved clinical processes of writing among students. Feedback that students received on their written tasks improved learning. The clinical component of the course enabled students to learn in a less stressful environment and helped them gain confidence in their knowledge and clinical skills. Connectivity challenges and the lack of motivation from some students negatively impacted the programme.

Conclusion:  Using a writing programme to clinically train students can have positive effects in applying theory to clinical application because it affords students time to consolidate and process theory with practice as the jump from first year to second year can be cognitively taxing. A writing-intense programme can also improve students' writing skills.

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来源期刊
SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS
SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-
CiteScore
2.10
自引率
36.40%
发文量
37
审稿时长
30 weeks
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