职业治疗实习教育中学习的促进因素与障碍：学生视角
Facilitators and Barriers to Learning in Occupational Therapy Fieldwork Education: Student Perspectives.
作者信息
Grenier Marie-Lyne
机构信息
Marie-Lyne Grenier, MSc(OT), DOT, OTR, is Occupational Therapist and Faculty Lecturer, McGill University, Montreal, Canada;
出版信息
Am J Occup Ther. 2015 Sep-Oct;69 Suppl 2:6912185070p1-9. doi: 10.5014/ajot.2015.015180.
PURPOSE
The purpose of this study was to gain a comprehensive understanding of the facilitators of and barriers to learning within occupational therapy fieldwork education from the perspective of both Canadian and American students.
METHOD
A qualitative study using an online open survey format was conducted to gather data from 29 occupational therapy students regarding their fieldwork experiences. An inductive grounded theory approach to content analysis was used.
RESULTS
Individual, environmental, educational, and institutional facilitators of and barriers to learning within occupational therapy fieldwork education were identified.
CONCLUSION
This study's findings suggest that learning within fieldwork education is a highly individual and dynamic process that is influenced by numerous factors. The new information generated by this study has the potential to positively affect the future design and implementation of fieldwork education.
目的
本研究旨在从加拿大和美国学生的角度全面了解职业治疗实习教育中学习的促进因素和障碍。
方法
采用在线开放式调查形式进行定性研究，以收集29名职业治疗专业学生关于其实习经历的数据。采用归纳性扎根理论方法进行内容分析。
结果
确定了职业治疗实习教育中学习的个人、环境、教育和机构方面的促进因素和障碍。
结论
本研究结果表明，实习教育中的学习是一个高度个体化和动态的过程，受到多种因素的影响。本研究产生的新信息有可能对实习教育的未来设计和实施产生积极影响。
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