Goodman Barbara E, Ikiugu Moses N
Division of Basic Biomedical Sciences, Sanford School of Medicine, University of South Dakota, Vermillion, South Dakota; and
Occupational Therapy Department, School of Health Sciences, University of South Dakota, Vermillion, South Dakota.
Adv Physiol Educ. 2017 Sep 1;41(3):485-491. doi: 10.1152/advan.00078.2016.
Recently, the Occupational Therapy Department requested a custom-designed medical physiology course for the students in the new occupational therapy doctoral program. The first author, a physiologist with extensive experience in teaching both undergraduate preprofessional and medical students in human physiology, was recruited to design and implement the course. The course was designed to be consistent with the constructivist philosophy that guides the occupational therapy curriculum. The course was offered for the first time during fall/spring 2015/2016 and included both first- and second-year occupational therapy doctoral students. A number of anonymous assessment tools were used to evaluate students' perceptions regarding the effectiveness of various pedagogies used in the course in enhancing their learning. A summative course assessment survey with comments was used at the end of the course. This paper describes the model of course design and the student feedback, which generated some suggestions for improvement of the course. This approach in designing a new course for a new disciplinary group of students should be helpful to other faculty involved in developing courses for health career programs populated by students with variable physiology backgrounds and different educational needs. The final relevant feedback from the course would be to have the students evaluate the usefulness of the course to their future careers immediately following their certification examinations in a year or two and during their subsequent clinical experiences; however, that information will likely be more difficult to obtain.
最近，职业治疗系为新的职业治疗博士项目的学生们申请了一门定制设计的医学生理学课程。第一作者是一位生理学家，在教授本科预科生和医学生人体生理学方面有着丰富的经验，被招募来设计并实施这门课程。该课程的设计符合指导职业治疗课程的建构主义理念。该课程于2015年秋季/2016年春季首次开设，招收了职业治疗博士项目一年级和二年级的学生。使用了一些匿名评估工具来评估学生对课程中用于促进学习的各种教学方法有效性的看法。课程结束时使用了带有评论的总结性课程评估调查。本文描述了课程设计模式和学生反馈，这些反馈为课程改进提出了一些建议。为新的学生学科群体设计新课程的这种方法，应该会对其他参与为具有不同生理学背景和不同教育需求的学生开设健康职业项目课程的教师有所帮助。课程的最终相关反馈将是让学生在一两年后参加认证考试后以及随后的临床实习期间，立即评估该课程对他们未来职业的有用性；然而，这些信息可能更难获取。
