关于使用标准化患者来向研究生职业治疗专业学生传授协作能力的观点。
Perspectives on the Use of Standardized Parents to Teach Collaboration to Graduate Occupational Therapy Students.
作者信息
Cahill Susan M
机构信息
Susan M. Cahill, PhD, OTR/L, is Associate Professor, Occupational Therapy Program, and Associate Director, Doctorate of Health Sciences Program, Midwestern University, Downers Grove, IL;
出版信息
Am J Occup Ther. 2015 Sep-Oct;69 Suppl 2:6912185040p1-7. doi: 10.5014/ajot.2015.017103.
OBJECTIVE
Pediatric occupational therapy practitioners interview parents on a daily basis to gain important patient information and develop collaborative intervention goals. A standardized parent experience was developed to help master's-level occupational therapy students gain the skills needed to interview parents after their child's traumatic injury. This article describes the pedagogical approach used to develop the standardized parent experience and reports the students' general perspectives related to this assignment.
METHOD
Outcome data were collected through focus groups (n = 9) and document review (n = 12) and then analyzed for themes.
RESULTS
Two main themes emerged from the data: It felt real and It helped me to think deeper.
CONCLUSION
A standardized parent experience may help occupational therapy students develop the habits of mind associated with collaboration.
目的
儿科职业治疗从业者每天都会与家长进行面谈，以获取重要的患者信息并制定协作干预目标。开发了一种标准化的家长体验，以帮助职业治疗硕士研究生获得在儿童遭受创伤性损伤后与家长面谈所需的技能。本文描述了用于开发标准化家长体验的教学方法，并报告了学生对该作业的总体看法。
方法
通过焦点小组（n = 9）和文件审查（n = 12）收集结果数据，然后对主题进行分析。
结果
数据中出现了两个主要主题：感觉真实和帮助我深入思考。
结论
标准化的家长体验可能有助于职业治疗学生培养与协作相关的思维习惯。
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