Jarski R W, Kulig K, Olson R E
School of Health Sciences, Oakland University, Rochester, MI 48309-4401.
J Allied Health. 1989 Fall;18(5):469-78.
Clinical instruction is a critical component of allied health education. The purposes of this study were to identify those behaviors of clinical instructors perceived as both most effective and most hindering in facilitating learning, to identify and compare the behaviors of clinical instructors as perceived by two different allied health groups, and to categorize into meaningful domains the behaviors identified. A published 58-item questionnaire was completed by 311 clinical students and instructors from eight physical therapy and ten physician assistant programs. Results were analyzed by multivariate analysis of variance. Instructor behaviors rated as most helpful in learning included answering questions clearly, taking time for discussion and questions, and providing opportunities for practicing skills. Behaviors most hindering to learning were asking questions in an intimidating manner and correcting student errors in front of patients. Ratings were significantly different (P less than or equal to .001) between the physical therapy and physician assistant groups on 13 items, and posed important considerations for allied health educators.
临床指导是健康相关专业教育的关键组成部分。本研究的目的是确定临床教师在促进学习方面被认为最有效和最具阻碍的行为，识别并比较两个不同健康相关专业群体所感知的临床教师行为，并将所识别的行为归类到有意义的领域。来自八个物理治疗项目和十个医师助理项目的311名临床学生和教师完成了一份已发表的包含58个条目的问卷。结果通过多变量方差分析进行分析。在学习方面被评为最有帮助人的教师行为包括清晰地回答问题、留出时间进行讨论和提问，以及提供技能练习的机会。最阻碍学习的行为是以令人生畏的方式提问以及在患者面前纠正学生的错误。物理治疗组和医师助理组在13个条目上的评分存在显著差异（P小于或等于0.001），这对健康相关专业教育工作者提出了重要的考虑因素。
