在职业治疗教育中,让残障人士担任体验式学习的社区教师。

Sok Mui Lim, Bhing Leet Tan, Hua Beng Lim, Zi An Galvyn Goh
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引用次数: 4

摘要

背景:培养对残疾人的同理心已被强调为职业治疗专业毕业生的基本属性。目的:为了更全面地了解残疾,该项目试图将加拿大开发的体验式学习活动转化为新加坡当地的环境。两到三名学生组成的小组与一名身体残疾的人(即社区教师)配对,进行一系列的访问,观察并参与他们的自我照顾、生产力和休闲活动。方法:采用序贯解释混合方法设计,对51名从事职业治疗的一年级学生采用改编版的多维态度量表。在学习活动结束时,17名学生参加了三个焦点小组讨论。研究结果:使用对残疾人多维态度量表的所有三个子量表的Wilcoxon签名等级测试的前后分数的比较产生了显著的改善。职业治疗学生的情感平均分由42.94分提高到32.08分,z = -5.43, P。意义:体验式学习能有效培养职业治疗学生的共情能力,改善他们对待残疾人士的态度。有可能将这种教学方法扩展到其他卫生科学学科。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Engaging persons with disabilities as community teachers for experiential learning in occupational therapy education.

Engaging persons with disabilities as community teachers for experiential learning in occupational therapy education.

Engaging persons with disabilities as community teachers for experiential learning in occupational therapy education.

Engaging persons with disabilities as community teachers for experiential learning in occupational therapy education.

Background: Cultivating empathy towards persons with disabilities has been highlighted as an essential graduate attribute in the occupational therapy profession.

Purpose: With the aim to developing a more holistic understanding of disability, this project seeks to translate an experiential learning activity developed in Canada to the local Singaporean context. Small groups of two to three students were paired with a person with physical disability, known as a community teacher, for a series of visits to observe and participate in their self-care, productivity and leisure activities.

Method: A sequential explanatory mixed methods design was adopted with the administration of an adapted version of the Multidimensional Attitudes Scale Towards Persons with Disabilities on 51 first year occupational therapy students. Seventeen students participated in three focus group discussions at the end of the learning activity.Findings: Comparison of pre- and post-scores using Wilcoxon signed-rank tests of all three subscales of the Multidimensional Attitudes Scale Towards Persons with Disabilities yielded significant improvements. The average score for Affect improved from 42.94 to 32.08, z = -5.43, P <  .001; for Cognition improved from 26.12 to 21.41, z = -4.20, P <  .001; for Behaviour improved from 23.78 to 20.65, z= -4.44, P <  .001. Effect sizes ranged from medium to large. Thematic analysis of focus groups led to the identification of four themes that explained these improvements.Implications: Experiential learning can be effective in cultivating empathy and improving attitudes of occupational therapy students towards persons with disabilities. There is potential to expand this pedagogical approach to other health sciences disciplines.

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