Jarski R W, Kulig K, Olson R E
Oakland University, Rochester, MI.
Phys Ther. 1990 Mar;70(3):173-8. doi: 10.1093/ptj/70.3.173.
Many practicing physical therapists participate in the most crucial phase of a student's education by serving as Clinical Instructors. The purposes of this study were to identify the clinical teaching behaviors perceived as most effective and most hindering by students and CIs and to compare the response rates of students in bachelor's and master's degree programs. A published 58-item questionnaire was completed by 172 participants from eight physical therapy education programs. The results were analyzed by multivariate analysis of variance. The perceived most helpful teaching behaviors pertained to providing information through feedback. The perceived most hindering behaviors were intimidating questioning and correcting student errors in the presence of patients. The different student and CI ratings for the item "leaves student alone until asked to supervise" has important ethical and educational implications. Master's and bachelor's degree students' ratings differed significantly on four teaching behaviors. Different instructional methods might be necessary for educating these students.
许多执业物理治疗师通过担任临床指导教师参与学生教育中最关键的阶段。本研究的目的是确定学生和临床指导教师认为最有效和最具阻碍性的临床教学行为，并比较学士和硕士学位课程学生的回复率。来自八个物理治疗教育项目的172名参与者完成了一份已发表的58项问卷。结果通过多变量方差分析进行分析。被认为最有帮助的教学行为与通过反馈提供信息有关。被认为最具阻碍性的行为是在患者面前进行令人生畏的提问和纠正学生错误。对于“在被要求监督之前让学生独自待着”这一项目，学生和临床指导教师的不同评分具有重要的伦理和教育意义。硕士和学士学位学生在四种教学行为上的评分存在显著差异。可能需要采用不同的教学方法来教育这些学生。
