Lysaght Rosemary, Bent Margaret
Queen's University, School of Rehabilitation Therapy, 31 George Street, Kingston, Ontario K7L 3N6, Canada.
Am J Occup Ther. 2005 May-Jun;59(3):314-24. doi: 10.5014/ajot.59.3.314.
This study used mixed methods to compare four different styles of case presentation in a course designed to develop the clinical reasoning skills of master's level occupational therapy students. Modalities used to present cases were printed text, videotape, live interview, and CD-ROM movies delivered on an Internet platform. The researchers sought to determine the relative merits and limitations of each modality from both pedagogical and practical standpoints. Results indicate that the choice of modality does not compromise the ability of students to meet learning objectives related to clinical reasoning; however, several advantages and disadvantages with respect to practical aspects of presentation and learning were identified from instructor and student perspectives. The strength of the overall instructional format, and decisions concerning the amount and type of information provided in the cases were found to be more relevant to the quality of the learning experience than the modality of presentation. Recommendations are provided for structuring clinical reasoning learning experiences that combine the best features from the case modalities examined in this study.
本研究采用混合方法，在一门旨在培养硕士水平职业治疗专业学生临床推理技能的课程中，比较四种不同风格的病例展示方式。用于展示病例的形式有印刷文本、录像带、现场访谈以及通过互联网平台提供的光盘电影。研究人员试图从教学和实践的角度确定每种形式的相对优点和局限性。结果表明，形式的选择不会影响学生实现与临床推理相关学习目标的能力；然而，从教师和学生的角度来看，在展示和学习的实践方面发现了一些优缺点。研究发现，整体教学形式的优势以及关于病例中所提供信息的数量和类型的决策，比展示形式与学习体验的质量更为相关。针对构建结合本研究中所考察病例形式最佳特点的临床推理学习体验，提供了相关建议。
