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使用教师制作的YouTube®视频辅助职业治疗教育中的手工技能培训。

Use of Instructor-Produced YouTube® Videos to Supplement Manual Skills Training in Occupational Therapy Education.

作者信息

McAlister Robert B

机构信息

Robert B. McAlister, PhD, OTR/L, is Professor, Auerbach School of Occupational Therapy, Spalding University, 845 South Third Street, Louisville, KY 40203;

出版信息

Am J Occup Ther. 2014 Sep-Oct;68 Suppl 2:S67-72. doi: 10.5014/ajot.2014.685S04.

Abstract

An ongoing challenge to occupational therapy educators is how to provide resources and strategies that best assist students in learning, retaining, and replicating protocols in clinical manual assessment. This pilot survey study explored how 43 first-year master's of occupational therapy students enrolled in a kinesiology course perceived the value of implementing instructor-produced YouTube® videos of in-class assessment demonstrations. The videos, taken on a smartphone, were uploaded to a private YouTube URL created by the instructor and then linked to a pre-established Moodle learning platform. By the end of the 6-wk course, students had registered 2,573 views averaging 60 views per student. Postcourse mixed survey results revealed students perceived that the videos improved the quality of the course, increased their level of engagement and learning, and boosted confidence in their manual skills. Survey results also found that students correlated the instructor's willingness to develop online videos with a commitment to student learning.

摘要

职业治疗教育工作者面临的一个持续挑战是如何提供资源和策略,以最好地帮助学生学习、记住并在临床手法评估中复制方案。这项试点调查研究探讨了43名参加运动机能学课程的职业治疗硕士一年级学生如何看待实施教师制作的课堂评估演示YouTube®视频的价值。这些视频是用智能手机拍摄的,上传到教师创建的私人YouTube网址,然后链接到预先建立的Moodle学习平台。到6周课程结束时,学生们的观看量达到2573次,平均每人60次。课程结束后的混合调查结果显示,学生们认为这些视频提高了课程质量,增加了他们的参与度和学习程度,并增强了他们对手法技能的信心。调查结果还发现,学生们将教师制作在线视频的意愿与对学生学习的投入联系起来。

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