Evenson Mary E
MGH Institute of Health Professions, Department of Occupational Therapy, School of Health and Rehabilitation Science, 36 First Avenue, Boston, MA 02129, USA.
Work. 2013;44(3):297-306. doi: 10.3233/WOR-121506.
The purpose of this study was to explore students' perceptions of their confidence to use research evidence to complete a client case analysis assignment in preparation for participation in fieldwork and future practice.
A convenience sample of 42 entry-level occupational therapy Masters students, included 41 females and one male, ages 24 to 35.
A quasi-experimental pretest-posttest design was used. Students participated in a problem-based learning approach supported by educational technology. Measures included a pre- and post-semester confidence survey, a post-semester satisfaction survey, and an assignment rubric.
Based on paired t-tests and Wilcoxin Signed Ranks Tests, statistically significant differences in pre- and post-test scores were noted for all 18 items on the confidence survey (p< 0.001). Significant increases in students' confidence were noted for verbal and written communication of descriptive, assessment, and intervention evidence, along with increased confidence to effectively use assessment evidence.
Results suggest that problem-based learning methods were significantly associated with students' perceptions of their confidence to use research evidence to analyze a client case. These results cannot necessarily be generalized due to the limitations of using non-standardized measures with a convenience sample, without a control group, within the context of a single course as part of one academic program curriculum.
本研究旨在探索学生对于运用研究证据完成客户案例分析作业的信心认知，以为参与实地考察和未来实践做准备。
选取42名职业治疗硕士一年级学生作为便利样本，其中包括41名女性和1名男性，年龄在24至35岁之间。
采用准实验前后测设计。学生参与由教育技术支持的基于问题的学习方法。测量工具包括学期前和学期后的信心调查、学期后满意度调查以及作业评分标准。
基于配对t检验和威尔科克森符号秩检验，信心调查中所有18项的前后测分数均存在统计学显著差异（p < 0.001）。学生在描述性、评估和干预证据的口头及书面交流方面的信心显著增强，同时在有效运用评估证据方面的信心也有所提高。
结果表明，基于问题的学习方法与学生运用研究证据分析客户案例的信心认知显著相关。由于在一个学术项目课程的单一课程背景下，使用便利样本且无对照组的非标准化测量存在局限性，这些结果不一定能推广。
