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Physiotherapy students' conceptions of skill at the beginning of their Bachelor studies

机译：理学学士开始学习理疗的技能观念

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摘要

Skills have recently received widespread attention in education policy documents and discussions. This article reports the results of research on Bachelor's degree physiotherapy students' conceptions of skill at the beginning of their studies. The aim of the present study was to examine how beginning students understand skill, and the focus was on conceptions of skill in general rather than on any particular skills. The participants of the study were 35 physiotherapy students. The data were gathered within the first two weeks of their university studies. Specifically, requested essays written by the students were analyzed using the phenomenographic approach. The data-driven analysis yielded four descriptive categories which reflect the students' conceptions of skill: (1) Talents; (2) Skills requiring individual practice; (3) Skills requiring social practice; and (4) Competence requiring collaboration. The categories form a hierarchy. The differences between the categories are described along seven themes of variation. The themes were named: (1) Acquisition; (2) Emotions; (3) Motivation; (4) Reflection; (5) Evaluation; (6) Agency; and (7) Social Environment. This hierarchical system of categories sheds new light on students' understanding of the skill. The findings can be used as a basis for planning physiotherapy curricula, especially for designing skills education and training, and for supporting students along their educational path, especially in offering opportunities for students to reflect on their skill conceptions. Ultimately, physiotherapy students' awareness of different skill conceptions and developing their skills to advise and treat will benefit patients.
机译：技能最近在教育政策文件和讨论中受到广泛关注。本文报告了对学士学位理疗学生在学习之初的技能概念的研究结果。本研究的目的是研究初学者如何理解技能，并且重点是一般的技能概念，而不是任何特定的技能。该研究的参与者是35名理疗学生。这些数据是在他们大学学习的前两周内收集的。具体而言，使用现象学方法对学生撰写的要求论文进行了分析。数据驱动的分析产生了四个描述性类别，它们反映了学生的技能概念：（1）人才; （2）需要个人练习的技能; （三）需要社会实践的技能; （4）需要合作的能力。类别形成层次结构。类别之间的差异是根据七个变化主题描述的。主题命名为：（1）习得; （2）情绪; （3）动机; （4）反思; （5）评价; （六）代理; （七）社会环境。这种分类系统为学生对技能的理解提供了新的思路。这些发现可以用作规划理疗课程的基础，尤其是用于设计技能教育和培训，以及在学生的教育道路上为他们提供支持，尤其是为学生提供反思其技能概念的机会。最终，理疗学生对不同技能概念的认识以及发展他们的咨询和治疗技能将使患者受益。

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