Department of Physical Therapy and Rehabilitation, Federal University of Santa Maria, Av. Roraima, 1000, Santa Maria, RS, Postal Code97105-900, Brazil.
Department of Health Sciences, Federal University of Santa Catarina, Araranguá, SC, Brazil.
BMC Med Educ. 2022 Jan 11;22(1):32. doi: 10.1186/s12909-021-03087-8.
The execution of undergraduate thesis is a period in which students have an opportunity to develop their scientific knowledge. However, many barriers could prevent the learning process. This cross-sectional study aimed to analyze the scientific dissemination of results from undergraduate theses in physical therapy programs and verify the existence of barriers and challenges in the preparation of undergraduate thesis. Second, to investigate whether project characteristics and thesis development barriers were associated with the dissemination of undergraduate thesis results.
Physical therapists who graduated as of 2015, from 50 different educational institutions, answered an online questionnaire about barriers faced during the execution of undergraduate thesis and about scientific dissemination of their results.
Of 324 participants, 43% (n = 138) of participants disseminated their results, and the main form of dissemination was publishing in national journals (18%, n = 58). Regarding the barriers, 76% (n = 246) of participants reported facing some difficulties, and the main challenge highlighted was the lack of scientific knowledge (28%, n = 91). Chances of dissemination were associated with barriers related to scientific understanding and operational factors, such as the type of institution, institutional facilities, and involvement with other projects.
Scientific knowledge seems to be a determining factor for the good development of undergraduate theses. In addition, it is clear the need to stimulate more qualified dissemination that reaches a larger audience. Changes in operational and teaching factors may improve the undergraduate thesis quality. However, the importance of rethinking scientific education within physical therapy programs draws attention.
本科毕业论文的撰写是学生发展科学知识的机会。然而，许多障碍可能会阻碍学习过程。本横断面研究旨在分析物理治疗项目本科毕业论文结果的科学传播，并验证在本科毕业论文准备过程中存在的障碍和挑战。其次，调查项目特征和论文开发障碍是否与本科毕业论文结果的传播相关。
截至 2015 年毕业的物理治疗师，来自 50 个不同教育机构，回答了一份关于在撰写本科毕业论文期间面临的障碍以及本科毕业论文结果的科学传播的在线问卷。
在 324 名参与者中，43%（n=138）的参与者传播了他们的结果，传播的主要形式是在国家期刊上发表（18%，n=58）。关于障碍，76%（n=246）的参与者报告面临一些困难，突出的主要挑战是缺乏科学知识（28%，n=91）。传播的机会与与科学理解和操作因素相关的障碍有关，例如机构类型、机构设施和与其他项目的参与。
科学知识似乎是本科毕业论文顺利完成的决定因素。此外，显然需要刺激更有质量的传播，以覆盖更大的受众。操作和教学因素的变化可能会提高本科毕业论文的质量。然而，重新思考物理治疗课程中的科学教育引起了人们的关注。
