医学教师对神经发育障碍学生及其管理的看法。

Medical teachers' opinions about students with neurodevelopmental disorders and their management.

机构信息

Department of Neurology, Memory Center (CMRR), Centre Hospitalier Universitaire de Besancon, Besançon, France.

Clinical and Integrative Neuroscience, Research Laboratory 481, Bourgogne Franche-Comté University, Besançon, France.

出版信息

BMC Med Educ. 2021 Jan 6;21(1):16. doi: 10.1186/s12909-020-02413-w.

DOI:10.1186/s12909-020-02413-w

PMID:33407399

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7789168/

Abstract

BACKGROUND

Some students have neurodevelopmental disorders that might affect their academic and professional careers if they are not identified and addressed by specific pedagogic adaptations. The objective of this work was to describe medical teachers' opinions of students with neurodevelopmental disorders and their management of these students.

METHODS

An anonymous cross-sectional electronic survey was performed to describe medical teachers' opinions about the impact of neurodevelopmental disorders on the student's life and on the medical teachers' management. aThe survey was created, including visual analogic scales and free text, to assess teachers' opinions from identification and assessment of neurodevelopemental burden on students and teachers, to their own knowledge about neurodevelopemental disorders and the specific pedagogic management available. The survey was sent to 175 medical teachers in 2019, of whom 67 responded. Quantitative descriptive statistics and qualitative analysis of free text were reported.

RESULTS

Many medical teachers report having encountered students who might have had neurodevelopmental disorders (dyspraxia 33%; dyslexia 46%; autism spectrum disorders 68%; attention deficit hyperactivity disorders 75%). Impact on students and on teachers was considered as important (mean VAS score for impact over 60/100 for all syndromes except for dyspraxia). Medical teachers' self-reported knowledge about neurodevelopmental disorders (mean VAS score 43.9/100) and available pedagogical adaptations (mean VAS score 19.0/100) was limited. The teachers were concerned about ethical issues (mean VAS score 72.2/100) but were interested in receiving specialized training (mean VAS score 64.4/100).

CONCLUSION

Medical teachers feel unprepared to manage students with neurodevelopmental disorders. They would be interested in specific training and procedures about the pedagogic management of these students.

摘要

背景

一些学生患有神经发育障碍，如果这些障碍得不到识别和特殊教学调整，可能会影响他们的学业和职业发展。本研究的目的是描述医学教师对神经发育障碍学生的看法及其对这些学生的管理。

方法

采用匿名横断面电子调查，描述医学教师对神经发育障碍对学生生活和教师管理影响的看法。调查问卷包括视觉模拟量表和自由文本，用于评估教师对学生和教师神经发育负担的识别和评估、他们对神经发育障碍的自身知识以及可用的特殊教学管理的看法。该调查于 2019 年发送给 175 名医学教师，其中 67 名教师回复。报告了定量描述性统计和自由文本的定性分析。

结果

许多医学教师报告曾遇到过可能患有神经发育障碍的学生（运动障碍 33%；阅读障碍 46%；自闭症谱系障碍 68%；注意力缺陷多动障碍 75%）。对学生和教师的影响被认为很重要（除运动障碍外，所有综合征的影响平均 VAS 评分均超过 60/100）。医学教师对神经发育障碍的自我报告知识（平均 VAS 评分为 43.9/100）和可用的教学适应（平均 VAS 评分为 19.0/100）有限。教师对伦理问题感到担忧（平均 VAS 评分为 72.2/100），但有兴趣接受专门培训（平均 VAS 评分为 64.4/100）。