Expectativas de los instructores clínicos en Terapia Física con relación a la ejecución clínica de los estudiantes.
Resumen
PROPÓSITO: El propósito de esta investigación fue describir las expectativas de 19 instructores clínicos en terapia física acerca de la ejecución clínica de estudiantes de nivel de entrada de maestría en cuatro áreas de servicio a saber: ortopedia, cuidado agudo, rehabilitación y especialidad. MÉTODO: El estudio con diseño cualitativo con grupo focal, desde su conceptualización hasta su concreción, estuvo orientado por los enunciados teóricos relativos al método de grupo focal planteados por Morgan y Krueger. Conllevó un enfoque sistemático que incluyó: 1) categorizar la evidencia; 2) identificar temas relevantes; 3) parear el material transcrito con anotaciones del co-investigador; y 4) compartir los resultados con los participantes y el co-investigador para constatar los constructos emergentes. RESULTADOS Y CONCLUSIONES: Los aspectos contextuales emergieron como fundamentales en la exploración de las expectativas de la ejecución clínica de los estudiantes, toda vez, que aportaron elementos particulares con implicaciones en el desarrollo de competencias profesionales de los dominios de aprendizaje afectivo y cognitivo.
Palabras clave
Texto completo:
PDFReferencias
American Physical Therapy Association (1997). Clinical performance instrument (1ª Ed.). Alexandria, Virginia: APT A.
American Physical Therapy Association (2002). The development and testing of APT A clinical performance instruments. Physical.Therapy. Alexandria, Virginia, 82, 329-353.
American Physical Therapy Association (2005). Physical therapist clinical performance instrument- revisions and current status. Manuscrito presentado en reunión nacional grupo de interés de administradores académicos y educadores clínicos. Pasadena, California, 1º octubre, 2005.
American Physical Therapy Association (2003). Guide to physical therapist practice. (2a ed.). Alexandria, Virginia.
Strohschein Jennifer, Hagler Paul y May Laura (2002). Assessing the need for change in clinical education practices. Physical Therapy, Alexandria, Virginia, 82,160-172.
Commission on Accreditation for Physical Therapy Education (2006). Evaluative criteria for accreditation of education programs for the preparation of physical therapists. Alexandria, Virginia: American Physical Therapy Association.
American Physical Therapy Association (2003). A normative model for physical therapist professional education: Version 2003. Alexandria, Virginia: American Physical Therapy Association.
Patton Michael Quinn (1990). Qualitative evaluation and research methods. (2ª ed.) Newbury Park, California: Sage.
Cresswell John William (1994). Research design: qualitative and quantitative approaches. Thousand Oaks, California: Sage.
Marshal Catherine y Rossman Gretchen (1999). Designing qualitative research. (3a ed.). Thousand Oaks, California: Sage.
Morgan David (1988) Focus groups as qualitative research. vol16. Newbury Park, California: Sage University on Qualitative Research Methods.
Morgan David. y Krueger Richard (1998). The focus group kit. London, United Kingdom: Sage Publications.
Connaway Lynn Silipiqni (1996). Focus group interviews: A data collection methodology. Library Administration & Management, 10, 231-39.
Krueger Richard (1994). Focus groups: a practical guide for applied research. (2a ed.) Thousand Oaks, California: Sage.
Krueger Richard (1993). Quality control in focus groups research. En Morgan David. (ed). Successful focus groups: Advancing the state of the art. Thousand Oaks, California: Sage.
Vaughn Sharon y Schumm Jean Shay (1996). Focus group interviews in education and psychology. Thousand Oaks, California: Sage.
Stewart David, Shamdasani Prem. y Rook Dennis (2007). Focus groups: theory and practice. (2ª ed.). Thousand Oaks, California: Sage.
Jette Dianne, Bertoni Alicia, Coots Renee, Johnson Heidi, et al. (2007). Clinical instructors’ perceptions of behaviors that comprise entry-level clinical performance in physical therapist students: a qualitative study. Physical Therapy, Alexandria, Virginia, 87, 833-843.
May Warren, Morgan Barbara, Lemke Janet, Karst Gregory y Stone Howard (1995). Model for ability based assessment in physical therapy education. Journal of Physical Therapy Education. Alexandria, Virginia, 9, 3-6.
Masin Helen (2000). Integrating the use of the generic abilities, clinical performance instrument, and neurolinguistic psychology processes for clinical education intervention. Physical Therapy Case Reports. Wrentham, Massachussetts, 3, 258-266.
Masin Helen (2002). Education in the affective domain: A method/model for teaching professional behaviors in the classroom and during advisory sessions. Journal of Physical Therapy Education. Alexandria, Virginia, 16, 39-45.
Henkin Allan, Dee Jay y Beatus Joseph (2000). Social communication skills of physical therapist students: an initial characterization. Journal of Physical Therapy Education, Alexandria, Virginia, 14, 32-38.
American Physical Therapy Association. (2002). Professionalism in physical therapy: Core values. Alexandria, Virginia: American Physical Therapy Association.
Hayes Karen, Huber Gail, Rogers Jean y Sanders Babette (1999). Behaviors that cause clinical instructors to question the clinical competence of physical therapist students. Physical Therapy, Alexandria, Virginia, 79:653-667.
Wolff-Burque Melissa (2005). Clinical instructor descriptions of physical therapist student professional behavior. Journal of Physical Therapy Education, Alexandria, Virginia,19, 67-75.
Sliwinski Martha Maclot, Schultze Kathleen, Hansen Ruth Lyons, Malta Shanna y Babyar Suzanne (2004). Clinical performance expectations: A preliminary study comparing physical therapist students, clinical instructors, and academic faculty. Journal of Physical Therapy Education. Alexandria, Virginia, 18, 50-57.
Zettergren Katherine y Beckett Ronald (2004). Changes in critical thinking scores: An examination of one group of physical therapy students. Journal of Physical Therapy Education, Alexandria, Virginia, 18, 73-79.
Wetherbee Ellen y Giles Scott (2007). Physical therapist education programs’ performance expectations of students on clinical experiences. Journal of Physical Therapy Education, Alexandria, Virginia, 21, 48-55.
Kaminker Marcia, Chiarello Lisa, O’Neil Margaret y Dichter Carol Gildenberg (2004). Decision making for physical therapy service delivery in schools: A nationwide survey for pediatric physical therapists. Physical Therapy. Alexandria, Virginia, 84, 919-931.
ISSN: 1316-4910
Depósito legal electrónico: pp199702ME1927
Todos los documentos publicados en esta revista se distribuyen bajo una
Licencia Creative Commons Atribución -No Comercial- Compartir Igual 4.0 Internacional.
Por lo que el envío, procesamiento y publicación de artículos en la revista es totalmente gratuito.
![]() | ![]() | ![]() | |
![]() | ![]() | ![]() | |
![]() | ![]() | ||