Walish J F, Olson R E, Schuit D
Phys Ther. 1986 Feb;66(2):233-6. doi: 10.1093/ptj/66.2.233.
Students participating in a concurrent pattern of clinical education spend part of the day or week in didactic instruction and the remaining portion in clinical education. The purpose of this descriptive study was to identify concerns expressed by students before and after an early concurrent assignment and before a nonconcurrent assignment. Twenty junior level baccalaureate degree students participated in open-ended taped interviews before and after a concurrent assignment that occurred during the first six months of their professional program. The most frequently expressed concerns were about interpersonal interactions, the students' knowledge, and treatment procedures. The students expressed more concerns before the concurrent assignment than after the concurrent assignment and before a nonconcurrent assignment. We conclude that the concurrent assignment builds students' confidence in their affective and psychomotor skills.
参与同步临床教育模式的学生，会在一天或一周中的部分时间接受理论教学，其余时间则用于临床教育。这项描述性研究的目的是确定学生在早期同步实习任务前后以及非同步实习任务前表达的担忧。20名本科三年级学生在其专业课程前六个月进行同步实习任务前后，参加了开放式录音访谈。最常表达的担忧是关于人际互动、学生的知识和治疗程序。学生在同步实习任务前比在同步实习任务后以及非同步实习任务前表达了更多担忧。我们得出结论，同步实习任务增强了学生对其情感和操作技能的信心。
