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首页> 外文期刊>Creative Education >Above All, Do No Harm: Educating the Ethical Practitioner Using Research Pedagogy in an Osteopathic Master’s Course
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Above All, Do No Harm: Educating the Ethical Practitioner Using Research Pedagogy in an Osteopathic Master’s Course

机译：最重要的是，不要有害：在整骨疗法大师课程中使用研究教学法来教育道德从业者

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摘要

Post-graduate students of osteopathic medicine are required to engage in research-based work-integrated learning as educational preparation for clinical practice. This requires students to develop research projects related to clinical practice, and engage the principles and practice of the University’s Human Research Ethics Committee protocols. However, students who enrol in osteopathic courses may not appreciate or engage with research projects. The aim of this paper was to undertake an initial evaluation of pedagogical processes that attempt to bridge the gap between students’ research projects and clinical practice. Responses (n = 34) from an online student survey were analysed using descriptive statistics. Open ended-survey responses, transcriptions from two focus groups and written reflections from academics supervising student-led research projects were thematically analysed. Results suggested that research-based projects were a useful pedagogical tool for students’ learning about ethical clinical practice. We recommend 1) making the connection between ethical behaviour in research and in clinical practice explicit from the outset; 2) conducting clinically relevant projects; and 3) providing opportunities for students to reflect on their experiences as researchers.
机译：骨病医学的研究生需要进行基于研究的工作整合学习，以作为临床实践的教育准备。这要求学生开发与临床实践相关的研究项目，并参与大学人类研究伦理委员会规程的原则和实践。但是，参加整骨疗法课程的学生可能不会欣赏或参与研究项目。本文的目的是对教学过程进行初步评估，以试图弥补学生研究项目与临床实践之间的差距。使用描述性统计数据对来自在线学生调查的回答（n = 34）进行了分析。主题分析了开放式调查的回答，两个焦点小组的笔录和监督学生主导的研究项目的学者的书面思考。结果表明，基于研究的项目是学生学习道德临床实践的有用的教学工具。我们建议1）从一开始就明确研究和临床实践中道德行为之间的联系; 2）进行临床相关项目; 3）为学生提供反思自己作为研究者的经历的机会。

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