Larkin Helen, Hitch Danielle
School of Health and Social Development, Deakin University, Geelong, Victoria, Australia.
Aust Occup Ther J. 2019 Feb;66(1):100-109. doi: 10.1111/1440-1630.12537. Epub 2018 Sep 26.
BACKGROUND/AIM: With rapid growth in occupational therapy education programmes across Australia and a corresponding increase in demand for placements, there is a need to ensure that students are well prepared for practice education. An occupational therapy education programme at a Victorian university introduced a specific Peer Assisted Study Sessions (PASS) programme to develop students' preparedness for practice education, supplementing core and existing teaching activities. The aim of this study was to explore the experiences of occupational therapy students, including their perception of its impact on learning and preparation for practice education.
Using a phenomenological approach, semi-structured interviews were undertaken with 15 students who participated in PASS for Placement, 2 of whom were the student leaders. Interviews were transcribed verbatim and thematically analysed.
Seven themes emerged from the data: a safe environment; skill development; one of us; feeling connected; student-centred and student-led; different motivations; and learning through leading. Students were positive about the impact of the programme on their confidence and readiness for practice education. Student leaders also reported that it contributed to the development of leadership skills and overall levels of confidence regarding practice education.
This study supports the use of PASS to promote practice education preparedness, as there were positive outcomes for both students and student leaders. However, it indicates that participation in such programmes should be voluntary rather than mandatory. This study addresses a clear gap both in current practice and research, describing the application of a proven educational intervention in a new and innovative way. It is the first reporting of the use of PASS to support the preparation of students for practice education in any health discipline and subject to feasibility studies, could be adopted more broadly by disciplines beyond health, where work integrated learning is a mandatory element of the education programme.
背景/目的：随着澳大利亚职业治疗教育项目的迅速增长以及实习需求的相应增加，有必要确保学生为实践教育做好充分准备。一所维多利亚州大学的职业治疗教育项目引入了一项特定的同伴辅助学习课程（PASS），以培养学生对实践教育的准备能力，作为核心教学活动和现有教学活动的补充。本研究的目的是探索职业治疗专业学生的经历，包括他们对该课程对学习和实践教育准备影响的看法。
采用现象学方法，对15名参与实习PASS课程的学生进行了半结构化访谈，其中2名是学生领袖。访谈内容逐字记录并进行了主题分析。
数据中出现了七个主题：安全的环境；技能发展；我们中的一员；有归属感；以学生为中心和由学生主导；不同的动机；以及通过领导来学习。学生们对该课程对他们实践教育的信心和准备程度的影响持积极态度。学生领袖也表示，这有助于领导技能的发展以及对实践教育的总体信心水平。
本研究支持使用PASS来促进实践教育准备，因为对学生和学生领袖都产生了积极成果。然而，研究表明参与此类课程应该是自愿的而非强制的。本研究填补了当前实践和研究中的明显空白，以一种新颖且创新的方式描述了一种经过验证的教育干预措施的应用。这是首次报道在任何健康学科中使用PASS来支持学生为实践教育做准备，并且经过可行性研究后，非健康学科（其中工作整合学习是教育项目的必修内容）可能会更广泛地采用。
