Bertoni Gianluca, Giardulli Benedetto, Minozzi Barbara, Coppola Ilaria, Furri Laura, Testa Marco, Battista Simone
Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Savona, Italy.
Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy.
PLoS One. 2024 Dec 5;19(12):e0314920. doi: 10.1371/journal.pone.0314920. eCollection 2024.
Health professionals that act as lecturers in higher education necessitate the acquisition of pedagogical skills along with clinical ones. Consequently, pedagogical training courses have been introduced as part of professional development or within university curricula. While several studies explored the experiences of attending courses on pedagogical methodology, there is a notable gap in the literature within the rehabilitation field. Hence, this qualitative study explored the experience of Italian postgraduate health professionals in rehabilitation about the experience of attending pedagogical methodology courses in their postgraduate education.
A qualitative focus group study was carried out. Specifically, the authors purposefully recruited participants with different professional backgrounds (physiotherapy, speech therapy, and others) with or without lecturing experience. Recent graduates and students of the Master of Science in 'Rehabilitative Sciences of the Health Professions' at the University of Verona (Verona, Italy) were recruited. The focus groups were analysed following a 'Reflexive Thematic Analysis' by Braun & Clarke within a social constructionist framework.
Three focus groups were conducted with seventeen Italian participants (age: 33 ± 9; 71% women, n = 12; 29% men, n = 5). The analysis identified three main themes: 1) "A Brave New Pedagogical World," reflecting participants' exposure to innovative teaching approaches; 2) "Becoming a Cutting-Edge Lecturer," highlighting skills acquired for delivering inspiring lectures; and 3) "Something Beyond Pedagogy," where participants reported skills applicable to other professional contexts, including clinical practice.
The results of this study showed that pedagogical courses provide a positive learning experience for rehabilitation health professionals, helping them develop relevant pedagogical skills. Although our findings suggest the potential benefits of these courses in preparing healthcare professionals for teaching roles, further studies are needed to evaluate their direct impact on educational practices and patient outcomes.
在高等教育中担任讲师的健康专业人员除了需要具备临床技能外，还必须掌握教学技能。因此，教学培训课程已被作为专业发展的一部分或纳入大学课程。虽然有几项研究探讨了参加教学方法课程的经历，但康复领域的文献中存在明显空白。因此，这项定性研究探讨了意大利康复领域研究生健康专业人员在研究生教育中参加教学方法课程的经历。
进行了一项定性焦点小组研究。具体而言，作者有目的地招募了具有不同专业背景（物理治疗、言语治疗等）且有无授课经验的参与者。招募了意大利维罗纳大学（维罗纳，意大利）“健康职业康复科学”理学硕士的应届毕业生和学生。焦点小组在社会建构主义框架内按照布劳恩和克拉克的“反思性主题分析”进行分析。
对17名意大利参与者（年龄：33±9岁；71%为女性，n = 12；29%为男性，n = 5）进行了三个焦点小组讨论。分析确定了三个主要主题：1）“一个全新的教学世界”，反映了参与者对创新教学方法的接触；2）“成为前沿讲师”，突出了为进行鼓舞人心的讲座而获得的技能；3）“教学之外的东西”，参与者报告了适用于其他专业背景（包括临床实践）的技能。
本研究结果表明，教学课程为康复健康专业人员提供了积极的学习体验，帮助他们培养相关教学技能。虽然我们的研究结果表明这些课程在为医疗保健专业人员准备教学角色方面具有潜在益处，但需要进一步研究来评估它们对教育实践和患者结果的直接影响。
