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首页> 外文期刊>BMC Medical Education >Self-regulated learning in physical therapy education: a non-randomized experimental study comparing self-directed and instruction-based learning
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Self-regulated learning in physical therapy education: a non-randomized experimental study comparing self-directed and instruction-based learning

机译：理疗教育中的自我调节学习：一项比较非自我控制的实验研究，将自我指导和基于指导的学习进行比较

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There is a concern that traditional instruction based methods of learning do not adequately prepare students for the challenges of physical therapy practice. Self-directed learning is considered to be the most appropriate educational approach to enhance life-long learning as it enhances self-efficacy. This study compares outcomes in two educational approaches: self-directed learning (SDL), and traditional instruction based learning (IBL). In this non-randomized experimental study two groups of second year physiotherapy students were compared using pre-post-test assessments. Study results (both knowledge and physiotherapy performance), and self-reported self-efficacy were used as outcome variables. Study results from the end of year 1 and the end of year two were retrieved form the student information system. Self-reported variables including general and physical therapy self-efficacy were assessed using an online questionnaire which was completed at the start and the end of year two. Changes in self-efficacy were analysed using a repeated measures multivariate ANOVA. A total of 174 students were enrolled in the second year, of which 108 (62%) agreed to participate in the online questionnaire. The online questionnaire at baseline (September 2015) was completed by 27 students in the SDL condition compared to 81 students in the IBL condition. There were no statistical differences at baseline between both educational approaches on any of the variables in the study. At the end of year two, there was no difference between both conditions in indicators of study results: knowledge and performance. Perceived self-efficacy in functioning as a physical therapist increased between both assessments. However, this increase was observed in both condition, and the difference between both conditions was not statistically significant. Self-directed learning and traditional instruction based learning result in equal study outcome and self-efficacy at the end of year two. More research is needed to determine the long term outcome that is most relevant for lifelong learning, and which students will benefit most from this approach. Nonetheless, self-directed learning might be an important alternative for instruction-based l education.
机译：令人担忧的是，传统的基于教学的学习方法无法充分让学生为物理治疗实践的挑战做好准备。自我指导学习被认为是增强终身学习能力的最合适的教育方法，可以增强终身学习。这项研究比较了两种教育方法的结果：自主学习（SDL）和传统的基于教学的学习（IBL）。在这项非随机实验研究中，使用测试前评估对两组第二年理疗生进行了比较。研究结果（知识和理疗表现）以及自我报告的自我效能均被用作结果变量。从学生信息系统检索第一年末和第二年末的学习结果。自我报告的变量包括一般和物理疗法的自我效能，使用在线问卷进行评估，该问卷在第二年开始和第二年末完成。使用重复测量多元方差分析分析自我效能的变化。第二年共招收174名学生，其中108名（62％）同意参加在线问卷。基线（2015年9月）的在线调查问卷由SDL条件下的27名学生完成，而IBL条件下的81名学生完成了。两种教育方法在基线之间在研究中的任何变量上均无统计学差异。在第二年末，研究结果指标的两个条件之间没有差异：知识和绩效。两次评估之间，人们在感知为物理治疗师方面的自我效能得到了提高。但是，在两种情况下均观察到这种增加，并且两种情况之间的差异在统计上均无统计学意义。自主学习和传统的基于指导的学习在第二年末达到了相等的学习成果和自我效能。需要进行更多的研究来确定与终身学习最相关的长期结果，以及哪些学生将从这种方法中受益最大。尽管如此，自主学习可能是基于教学的重要替代方法。

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