Harris L M, Adamson B J, Reed V, Hunt A E
Department of Behavioural Sciences, Faculty of Health Science, University of Sydney, Lidcombe, Australia.
J Allied Health. 1998 Fall-Winter;27(4):221-7.
Recently, educational policymakers have emphasized the need for undergraduate programs to develop in their graduates generic skills and attributes beyond discipline-specific skills and knowledge. The generic skills and attributes should mesh with the requirements of the workplaces where the graduates will find employment. The present study examined the impact of curricular revisions to a program of study for speech pathologists on the perceptions of the graduates regarding their preparation in appropriate skill and knowledge domains. The curricular revisions sought to develop independent learning, critical thinking, research and evaluation skills, written and oral communication skills, and skills for seeking and providing support to peers. Seventy-eight graduates of the earlier program and 21 graduates of the revised program offered by the School of Communication Disorders at The University of Sydney completed a 52-item questionnaire concerning the extent to which the program had equipped them for the workplace. Eleven scales were derived from the questionnaire responses, reflecting skills endorsed by university educators and workplace supervisors of allied health professionals as being necessary for success in the workplace. The relative levels of perceived preparation on the 11 dimensions were similar across graduates of the revised program and those of the earlier program. Graduates of the revised program were significantly more positive about their preparation on five of the 11 dimensions, compared with earlier graduates of approximately equivalent age and experience. The dimensions where differences were observed generally reflected those targeted by the curricular revisions.
最近，教育政策制定者强调本科课程需要培养毕业生具备超越特定学科技能和知识的通用技能与特质。这些通用技能和特质应与毕业生未来就业的工作场所的要求相契合。本研究考察了对言语病理学家学习计划的课程修订，对毕业生在适当技能和知识领域的准备情况认知的影响。课程修订旨在培养自主学习、批判性思维、研究与评估技能、书面与口头沟通技能，以及向同龄人寻求和提供支持的技能。悉尼大学言语障碍学院早期课程的78名毕业生和修订课程的21名毕业生完成了一份包含52个项目的问卷，内容涉及该课程在多大程度上使他们为职场做好准备。从问卷回复中得出了11个量表，反映了大学教育工作者和专职医疗专业人员的职场主管认可的、在职场取得成功所必需的技能。修订课程的毕业生和早期课程的毕业生在11个维度上的感知准备相对水平相似。与年龄和经验大致相当的早期毕业生相比，修订课程的毕业生在11个维度中的5个维度上对自己的准备情况明显更积极。观察到差异的维度通常反映了课程修订的目标。
