Bartlett Doreen J, Deborah Lucy S, Bisbee Leslie, Conti-Becker Angela
Doreen J. Bartlett, PT, PhD: Associate Professor, School of Physical Therapy, Faculty of Health Sciences, The University of Western Ontario, London, Ontario.
Physiother Can. 2009 Winter;61(1):15-25. doi: 10.3138/physio.61.1.15. Epub 2009 Feb 13.
To understand the professional socialization of physical therapy (PT) students.
Forty-two students enrolled in our newly developed master's degree programme wrote three-page reflective journals on a critical learning incident after each of three selected clinical experiences. The journals were coded and analyzed, and major themes were identified and described. A separate cohort of 44 students participated in focus groups after the same three clinical experiences to check the trustworthiness of the results.
Following the first placement, the main themes coded were emotions, self-confidence, professionalism in the real world, communication, and learning by doing. After the intermediate placement, major themes were idealism versus realism, depth of communication with clients, and breadth of communication with family members and colleagues. Aspects of clinical learning were variable, and self-confidence remained an issue. After the final placement, most students were deeply engaged with their clients and self-confidence had developed to the point of self-efficacy. Tensions increased between the concept of ideal practice and the pragmatics of actual practice, and the concept of self as protégé (rather than as object of the supervisor's evaluation) emerged. The themes were subsequently assembled in a booklet with representative quotations.
These results contribute to foundational knowledge required by PT educators, including clinical instructors, by explicitly describing the professional socialization of PT students.
了解物理治疗（PT）专业学生的职业社会化过程。
参加我们新开设硕士学位课程的42名学生，在三段选定的临床实习经历中的每一段之后，就一个关键学习事件撰写三页的反思日志。对这些日志进行编码和分析，确定并描述主要主题。另一组44名学生在相同的三段临床实习经历之后参加焦点小组讨论，以检验结果的可信度。
在第一次实习后，编码的主要主题有情绪、自信、现实世界中的专业素养、沟通以及通过实践学习。在中期实习后，主要主题是理想主义与现实主义、与客户沟通的深度以及与家庭成员和同事沟通的广度。临床学习的各个方面存在差异，自信仍然是一个问题。在最后一次实习后，大多数学生与他们的客户深度互动，自信发展到自我效能感的程度。理想实践概念与实际实践的务实做法之间的紧张关系加剧，“自我作为被指导者”（而非监督者评价对象）的概念出现。随后，这些主题被汇编成一本带有代表性引语的小册子。
这些结果通过明确描述物理治疗专业学生的职业社会化过程，为物理治疗教育工作者（包括临床教师）所需的基础知识做出了贡献。
