物理治疗专业学生和专业人员的认识论信念与治疗健康观念。
Epistemological beliefs and therapeutic health concepts of physiotherapy students and professionals.
作者信息
Bientzle Martina, Cress Ulrike, Kimmerle Joachim
机构信息
Knowledge Construction Lab, Knowledge Media Research Center, Schleichstr, 6, 72076 Tuebingen, Germany.
出版信息
BMC Med Educ. 2014 Oct 1;14:208. doi: 10.1186/1472-6920-14-208.
BACKGROUND
Health knowledge develops fast and includes a lot of ambiguous or tentative information. In their daily routine, both health care students and professionals continuously have to make judgments about the viability of health knowledge. People's epistemological beliefs (EBs) and their therapeutic health concepts are factors that influence how they deal with health knowledge. However, very little is known about the occurrence of these factors at different stages of people's career. The present study examines the EBs and therapeutic health concepts of physiotherapy students in their vocational training and the EBs and therapeutic health concepts of professionals.
METHODS
In a cross-sectional study physiotherapy students and professional physiotherapists filled in a questionnaire that measured their personal EBs about physiotherapy and medicine, as well as their biomedical and biopsychosocial therapeutic health concepts. We compared the participants' EBs regarding both knowledge domains, and their therapeutic health concepts using paired samples t-tests. We also examined the differences between first-year students, advanced students, and professionals regarding their EBs and their therapeutic health concepts using ANOVAs.
RESULTS
Eighty-three students and 84 professionals participated in this study, 114/167 (68%) participants were female. EBs as well as therapeutic health concepts differed depending upon the participants' training status. Professionals had more sophisticated EBs than students regarding both knowledge in physiotherapy (F(2, 164) = 6.74, P = 0.002, η(2)(p) = 0.08) and knowledge in medicine (F(2, 164) = 5.93, P = 0.003, η(2)(p) = 0.07). In addition, high values in a biopsychosocial therapeutic health concept already occurred in an early phase of training (F(2, 164) = 5.39, P = 0.005, η(2)(p) = 0.06), whereas increased values in a biomedical concept did not occur until people's professional life (F(2, 164) = 10.99, P < 0.001, η(2)(p) = 0.12).
CONCLUSIONS
The specificities of personal EBs and therapeutic health concepts in different stages of health care training have so far been insufficiently considered in medical education research. The current study has aimed to shed light on the occurrence of these concepts in students as compared to professionals. We point out implications of our findings for educational practice and make suggestions for future research.
背景
健康知识发展迅速，包含许多模糊或不确定的信息。在日常工作中，医护专业学生和专业人员都必须不断对健康知识的可行性做出判断。人们的认识论信念（EBs）及其治疗健康观念是影响他们如何处理健康知识的因素。然而，对于这些因素在人们职业生涯不同阶段的出现情况，我们知之甚少。本研究考察了物理治疗专业学生在职业培训中的认识论信念和治疗健康观念，以及专业人员的认识论信念和治疗健康观念。
方法
在一项横断面研究中，物理治疗专业学生和专业物理治疗师填写了一份问卷，该问卷测量了他们对物理治疗和医学的个人认识论信念，以及他们的生物医学和生物心理社会治疗健康观念。我们使用配对样本t检验比较了参与者在两个知识领域的认识论信念及其治疗健康观念。我们还使用方差分析检验了一年级学生、高年级学生和专业人员在认识论信念和治疗健康观念方面的差异。
结果
83名学生和84名专业人员参与了本研究，114/167（68%）的参与者为女性。认识论信念以及治疗健康观念因参与者的培训状态而异。在物理治疗知识（F(2, 164) = 6.74，P = 0.002，η(2)(p) = 0.08）和医学知识（F(2, 164) = 5.93，P = 0.003，η(2)(p) = 0.07）方面，专业人员的认识论信念比学生更成熟。此外，生物心理社会治疗健康观念的高得分在培训早期就已出现（F(2, 164) = 5.39，P = 0.005，η(2)(p) = 0.06），而生物医学观念得分的增加直到人们进入职业生涯才出现（F(2, 164) = 10.99，P < 0.001，η(2)(p) = 0.12）。
结论
在医学教育研究中，尚未充分考虑医护培训不同阶段个人认识论信念和治疗健康观念的特殊性。本研究旨在揭示与专业人员相比，这些观念在学生中的出现情况。我们指出了研究结果对教育实践的启示，并为未来研究提出了建议。
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