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首页> 外文会议>International Technology,Education and Development Conference >(1382)PERCEPTIONS OF OCCUPATIONAL THERAPY STUDENTS OFESCOLA SUPERIOR DE SAUDE DO PORTO – PORTUGAL ABOUTTHE PBL APPROACH
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(1382)PERCEPTIONS OF OCCUPATIONAL THERAPY STUDENTS OFESCOLA SUPERIOR DE SAUDE DO PORTO – PORTUGAL ABOUTTHE PBL APPROACH

机译：（1382）职业治疗的看法奥萨拉高级De Saude Do Porto - 葡萄牙关于PBL方法

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Introduction: The Student’s role in the new learning paradigm has become central afterthe implementation of the Bologna process. When we made the choice to build a ProblemBased Learning curriculum, we knew that we were heading to the construction of alearning community where the student was asked to play the main role in buildingknowledge and acquiring skills. In this pedagogical method, learning is based inparticipation and sharing. This also means new responsibilities.According with the literature, this concept seems to conduct to some resistance andadverse reactions from students. Nevertheless, this approach is pointed as promotingactive learning and support knowledge and skills acquisition in real life situations. Thesecharacteristics suit it very attractive as a model of teaching for an Occupational TherapyCourse, reason why it was adopted at the School of Allied Health Sciences of Polytechnicof Porto – Portugal starting in the 2008-2009 scholar year.Aim: The aim of this study is to understand the perceptions of 1st, 2nd and 3rd yearOccupational Therapy students about the PBL approach, during the first year ofimplementation.Methods: We conduct a qualitative exploratory study, using a Corpus of 11 records ofmeetings, which are analyzed using Content Analyses. Adopting an a posterioricategorical system as strategy, three investigators working independently proceed to theanalysis of the records in order to obtain an inter-rater agreement. Peer debriefing is usedto ensure trustworthiness and authenticity.Results: Five dimensions are revealed by the analysis: PBL approach, Curriculum,Organization, Resources, and Physical Context. These dimensions are similar betweenstudents from several curricular years. The major concern is related with the lack ofresources and the need of feedback revealed by students during the curricular unitsongoing and evaluation moments. Also the need for a high support from the tutors ispointed by students.Conclusion: The resources available are sparsely and results in a higher need for supportfrom teachers, especially from those who are tutors. Difficulties with organization, namelywith feedback provided are due to lack of experience from teachers and students unsafeconcerning their own competences. Students consider that PBL approach requires muchhours of hard work per week. They also think it is a more difficult learning method. Evenso, they refer a better acquisition of knowledge and skills and recognize the positiveaspects of the approach.
机译：介绍：学生在新学习范式中的角色在实施博洛尼亚流程后成为中央。当我们选择建立一个有问题的学习课程时，我们知道我们正朝着分析社区建设，学生被要求在建筑物知识和获取技能中发挥主要作用。在本教学方法中，学习基于inpartication和共享。这也意味着新的职责。根据文献，这一概念似乎对学生的一些抗性和接触反应进行了影响。尽管如此，这种方法被指出为促销活动，支持现实生活中的知识和技能习得。这种方法适用于职业治疗的教学模式非常有吸引力，原因是在2008 - 2009年学者年度开始的葡萄牙葡萄牙盟军卫生科学学院采用了它的原因。本研究的目的是了解第1，第2和第3个月过期治疗学生对PBL方法的看法，在第一年的Implementation中。方法：我们使用11个记录的记录来进行定性探索性研究，使用内容分析分析。采用一名后化设备作为策略，三位调查人员独立地进行了记录的Theanaly分析，以获得税吏协议。同行汇报用于确保可靠性和真实性。结果：分析：PBL方法，课程，组织，资源和物理上下文揭示了五个维度。这些尺寸在几个课程年份之间是相似的。主要关注与学生在课外单位和评估时刻透露出来的缺乏资产和反馈需求有关。还需要从学生获得的导师的高支持.Conclusion：可用的资源稀疏，并导致支持从教师的支持较高，尤其是辅导者的需求。与所提供的组织困难，提供的反馈是由于教师和学生缺乏经验，不创造自己的竞争力。学生认为PBL方法每周需要多次努力工作。他们还认为这是一种更困难的学习方法。 Evenso，他们提高了更好地收购知识和技能，并认识到这种方法的实证审点。

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