Hageman P A
Physical Therapy Education, University of Nebraska Medical Center, Omaha 68105.
J Allied Health. 1988 May;17(2):115-21.
The purpose of this survey study was to investigate allied health faculty members' and students' ratings of the clinical educational feedback process. Faculty members and students from seven allied health programs at the University of Nebraska Medical Center, who were currently involved with clinical education, were asked to indicate their feelings on a seven-point scale for each of 22 feedback characteristics. An ANOVA and a Scheffe's test for post hoc analysis were used for data analyses. The results indicated that while both faculty members and students perceived eight feedback characteristics as equally important, they differed significantly (p less than .01) in their ratings of actual feedback provided in the characteristics of specific, timely, encouraging, and recommending improvement. Other significant faculty/student discrepancies were found in the area of student reception of feedback provided. The results are useful to guide and direct improvements in the clinical education of allied health students.
这项调查研究的目的是调查健康相关专业教师和学生对临床教育反馈过程的评价。来自内布拉斯加大学医学中心七个健康相关专业项目、目前参与临床教育的教师和学生，被要求针对22项反馈特征中的每一项，在七点量表上表明他们的感受。数据分析采用方差分析和用于事后分析的谢费检验。结果表明，虽然教师和学生都认为八项反馈特征同样重要，但他们在对特定、及时、鼓励和建议改进等特征所提供的实际反馈评价上存在显著差异（p小于0.01）。在学生对所提供反馈的接受方面也发现了教师/学生之间的其他显著差异。这些结果有助于指导和改进健康相关专业学生的临床教育。
