Cohn Rhea J, Plack Margaret M
a Department of Physical Therapy and Health Care Sciences , The George Washington University , Washington , DC , USA.
Teach Learn Med. 2017 Jul-Sep;29(3):304-312. doi: 10.1080/10401334.2016.1274658. Epub 2017 Feb 16.
Educators face many challenges in teaching professionalism. Despite attempts to define professionalism, it remains abstract for students and often not fully appreciated until they are in clinic. Without a way to make it personally relevant, students will likely be less motivated to learn.
We used student-generated word clouds to facilitate reflection and discussions, thereby helping students make their perceptions of professionalism more explicit. Group discussion was followed by a 5-minute written reflection. Word clouds created in Semesters 1 and 7 enabled students to compare perceptions at two points in the curriculum.
The George Washington University Doctor of Physical Therapy Program is a 3-year, 8-semester, 109-credit postgraduate program that includes 34 weeks of clinical practice. Reflection is foundational to the curriculum, and students reflect on their learning and professional growth each semester. Historically, students were introduced to professionalism in Semester 1 using explicit instructional strategies. Despite the wealth of resources, readings, and discussions, engagement remained challenging.
Student-generated word clouds created a personally relevant visual from which uniquely designed prompts were created to facilitate discussion. Having students compare word clouds across semesters enabled them to identify what, when, how, and where they learned about professionalism. Word clouds, categorized words, and 5-minute written reflections provided evidence of individual and collective changes in student perceptions.
Students will engage in rich discussions on professionalism if it is personally relevant. Anonymity can foster discussion on personal characteristics and biases. Visualization of student-generated, narrative data enhanced reflection and discussion. Comparing word clouds from two points in time helped students articulate changes in their perceptions of professionalism. A 5-minute reflection can be a powerful learning tool for students and faculty. Outcomes demonstrated the value of designing interventions grounded in the educational principles.
教育工作者在教授职业素养方面面临诸多挑战。尽管人们试图对职业素养进行定义，但对学生来说它仍然很抽象，而且往往直到他们进入临床实习时才会有充分的认识。如果没有办法让职业素养与个人产生关联，学生学习的积极性可能就会降低。
我们利用学生生成的词云来促进反思和讨论，从而帮助学生更清晰地表达他们对职业素养的看法。小组讨论之后是5分钟的书面反思。在第一学期和第七学期生成的词云让学生能够比较课程中两个阶段的看法。
乔治华盛顿大学物理治疗博士项目是一个为期3年、8个学期、109学分的研究生项目，其中包括34周的临床实习。反思是该课程的基础，学生每学期都会反思自己的学习和职业成长。从历史上看，学生在第一学期通过明确的教学策略接触职业素养。尽管有丰富的资源、阅读材料和讨论，但学生的参与度仍然面临挑战。
学生生成的词云创建了一个与个人相关的可视化内容，从中生成了独特设计的提示来促进讨论。让学生比较不同学期的词云，使他们能够确定自己在何时、何地、如何以及学到了哪些关于职业素养的内容。词云、分类词汇和5分钟的书面反思提供了学生看法的个体和集体变化的证据。
如果职业素养与个人相关，学生就会参与关于它的丰富讨论。匿名可以促进对个人特征和偏见的讨论。学生生成的叙述性数据的可视化增强了反思和讨论。比较两个时间点的词云有助于学生阐明他们对职业素养看法的变化。5分钟的反思对学生和教师来说可能是一个强大的学习工具。结果证明了基于教育原则设计干预措施的价值。
