Dickson Diane
Psychology, Social Work and Allied Health Sciences, Govan Mbveki Building, Glasgow Caledonian University, Glasgow, G4 0BA, UK.
Ultrasound. 2015 May;23(2):103-9. doi: 10.1177/1742271X14565504. Epub 2014 Dec 17.
Linking theory to practice is an area of concern for ultrasound students, clinical mentors and academic staff. The link between theory and practice requires a robust clinical mentorship scheme in addition to careful curricula design considerations to improve student outcomes. The introduction of interactive technology in education provides ripe opportunity to improve feedback to students to support the link between theory and practice. A series of three interactive learning and teaching activities were designed and delivered to a PostGraduate Ultrasound cohort, after which, evaluation was performed to answer the research question: Which interactive technologies support the link between theory and practice through improved feedback mechanisms? An action research methodology was adopted involving an enquiry based literature review, planning, design and action process. Data were collected following action of three interactive teaching and learning sessions within the Medical Ultrasound cohort of 2013/2014 at Glasgow Caledonian University via a paper based questionnaire. A 100% response rate was achieved (n = 14). All three interactive learning and teaching sessions were considered with 100% highest point agreement to support the link between ultrasound theory and practice via feedback. Students found all three designed and facilitated sessions valuable and relevant to their learning, which in turn provided positive experiences which were perceived to support the link between theory and practice through feedback. These activities can be considered valuable in Postgraduate Ultrasound education.
将理论与实践相结合是超声专业学生、临床导师和学术人员关注的一个领域。理论与实践之间的联系除了需要精心设计课程外，还需要一个强大的临床指导计划，以提高学生的学习成果。教育中引入互动技术为改善对学生的反馈提供了成熟的机会，以支持理论与实践之间的联系。为一个研究生超声班设计并开展了一系列三个互动式学习和教学活动，之后进行了评估，以回答研究问题：哪些互动技术通过改进反馈机制来支持理论与实践之间的联系？采用了行动研究方法，包括基于探究的文献综述、规划、设计和行动过程。通过纸质问卷在格拉斯哥卡利多尼亚大学2013/2014学年医学超声班的三次互动教学课程结束后收集数据。回复率达到100%（n = 14）。所有三次互动式学习和教学课程都被认为以100%的最高得分一致意见通过反馈支持超声理论与实践之间的联系。学生们发现所有三次设计并开展的课程都很有价值且与他们的学习相关，这些课程反过来提供了积极的体验，被认为通过反馈支持了理论与实践之间的联系。这些活动在研究生超声教育中可被视为有价值的。
