Foord-May Lynn
Department of Online Teaching and Learning, School for Health Studies, Simmons College, 300 The Fenway, Boston, MA 02115-5820, USA.
Phys Ther. 2006 Feb;86(2):223-35.
In response to the demands of a changing practice environment, many physical therapist educators have incorporated problem-based learning methods into their teaching. The purpose of this study was to describe a physical therapist program faculty's experience in transitioning from traditional instruction to problem-based instructional methods.
Face-to-face, semistructured interviews followed by a focus group were conducted with 7 faculty members, guided by questions about factors that influenced instructors' experience of changing instructional methods.
Nine themes described the faculty's experience: perception of need for teaching change, personal knowledge of problem-based learning, decision-making process, peer support, partial adoption, values related to teaching and learning, significant response from the community, administrative support, and perceived barriers to incorporation of problem-based methods.
The findings are consistent with literature describing change: change is a process, the process of change must accommodate individual change, a network of peer support is necessary, and the change process requires leadership and support from administrators within and outside of the group.
为响应不断变化的实践环境的需求，许多物理治疗师教育工作者已将基于问题的学习方法纳入其教学中。本研究的目的是描述物理治疗师项目教师从传统教学过渡到基于问题的教学方法的经历。
以关于影响教师教学方法转变体验的因素的问题为指导，对7名教师进行了面对面的半结构化访谈，随后进行了焦点小组讨论。
九个主题描述了教师的体验：对教学变革必要性的认知、基于问题的学习的个人知识、决策过程、同伴支持、部分采用、与教学相关的价值观、社区的显著反应、行政支持以及基于问题的方法纳入的感知障碍。
研究结果与描述变革的文献一致：变革是一个过程，变革过程必须适应个体变化，同伴支持网络是必要的，并且变革过程需要团队内外管理人员的领导和支持。
