Mealings Margaret, Douglas Jacinta, Olver John
La Trobe University , Melbourne, Vic , Australia.
Brain Inj. 2012;26(10):1165-76. doi: 10.3109/02699052.2012.672785. Epub 2012 May 9.
This paper aims to (i) present a systematic review of the literature exploring students' perspectives of their educational experiences following TBI and (ii) identify important themes arising from this material which may assist clinicians and educators in improving support services and outcomes for their clients.
A systematic search was conducted of appropriate databases as well as manual searches of key references and expert authors. SEARCH CRITERIA INCLUDED: (i) presence of TBI and (ii) student as informant. No restrictions were placed on severity or age at injury, type of schooling, time since injury or return to school.
Search results identified over 400 articles, eight of which met the relevance criteria. These studies showed large variations across informant characteristics and research designs. Despite this, a number of recurring themes outlining the students' perspectives were evident. These included: 'difficulties identified', 'impact of difficulties on study', 'things that helped' and 'things that were not helpful'.
Whilst some aspects of the students' stories resonated with the expert opinions widely published, there were further important insights. In particular, themes related to the concept of identity suggest that clinical approaches need to broaden and include tools that can assist students in the reconstruction of their lives.
本文旨在（i）对探索创伤性脑损伤（TBI）后学生教育经历观点的文献进行系统综述，以及（ii）确定从这些材料中产生的重要主题，这些主题可能有助于临床医生和教育工作者改善对其客户的支持服务和结果。
对适当的数据库进行了系统搜索，并对手头参考文献和专家作者进行了手工搜索。搜索标准包括：（i）存在创伤性脑损伤，以及（ii）以学生作为信息提供者。对损伤的严重程度或年龄、学校类型、受伤后的时间或返校时间均无限制。
搜索结果识别出400多篇文章，其中8篇符合相关性标准。这些研究显示，信息提供者特征和研究设计存在很大差异。尽管如此，一些概述学生观点反复出现的主题很明显。这些主题包括：“识别出的困难”、“困难对学习的影响”、“有帮助的事情”和“没有帮助的事情”。
虽然学生故事的某些方面与广泛发表的专家意见产生共鸣，但仍有进一步的重要见解。特别是，与身份概念相关的主题表明，临床方法需要拓宽，包括可以帮助学生重建生活的工具。
