Department of Physiotherapy, University of the Western Cape, Bellville, South Africa.
Med Teach. 2012;34(7):e469-75. doi: 10.3109/0142159X.2012.668634. Epub 2012 Apr 10.
The development of practice knowledge is an important component of clinical education and reflective reasoning is known to play a role in its development. Online social networks may have some potential for developing practice knowledge by providing tools for clinical educators to guide students' reasoning practices.
To determine if an online social network could be used to facilitate reflective reasoning in clinical contexts, as it relates to developing practice knowledge.
The study was conducted within a South African university, physiotherapy department, using an online social network to facilitate engagement. Tharp and Gallimore's theory of assisted performance was used as a framework to conduct qualitative analysis of students' reflective blog posts within the network.
The lecturer was able to use strategies within the assisted performance framework to facilitate reflection among students. These included modelling, contingency management, feedback, instruction, questioning and cognitive structuring. The features of the social network enabled enhanced communication between teacher and student, as well as promoted engagement around clinical scenarios.
Online social networks can be used to facilitate reflective reasoning as part of the development of practice knowledge by exposing students' understanding of clinical practice. However, careful facilitation using sound pedagogy is still necessary to guide students to deeper understanding.
实践知识的发展是临床教育的一个重要组成部分，而反思推理被认为在其发展中起着作用。在线社交网络通过为临床教育者提供指导学生推理实践的工具，可能具有发展实践知识的潜力。
确定在线社交网络是否可以用于促进临床环境中的反思推理，因为这与实践知识的发展有关。
该研究在南非一所大学的物理治疗系进行，使用在线社交网络来促进参与。Tharp 和 Gallimore 的辅助绩效理论被用作框架，对网络中学生的反思博客文章进行定性分析。
讲师能够使用辅助绩效框架中的策略来促进学生的反思。这些策略包括建模、应急管理、反馈、指导、提问和认知结构。社交网络的功能增强了教师和学生之间的沟通，同时促进了围绕临床情景的参与。
在线社交网络可以用于促进反思推理，作为实践知识发展的一部分，通过暴露学生对临床实践的理解。然而，仍然需要使用合理的教学法进行谨慎的引导，以引导学生深入理解。
