東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Experimental Learning Theory as a Me...

Rodio, Nicholas.

FindBook

Google Book

Amazon

博客來

Experimental Learning Theory as a Means to Improve Communication During Clinical Experiences in Physical Therapy Education: A Qualitative Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Experimental Learning Theory as a Means to Improve Communication During Clinical Experiences in Physical Therapy Education: A Qualitative Case Study./
作者:	Rodio, Nicholas.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	119 p.
附註:	Source: Dissertations Abstracts International, Volume: 86-01, Section: B.
Contained By:	Dissertations Abstracts International86-01B.
標題:	Higher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31334504
ISBN:	9798383202821

Experimental Learning Theory as a Means to Improve Communication During Clinical Experiences in Physical Therapy Education: A Qualitative Case Study.
Rodio, Nicholas.

Experimental Learning Theory as a Means to Improve Communication During Clinical Experiences in Physical Therapy Education: A Qualitative Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 119 p.

Source: Dissertations Abstracts International, Volume: 86-01, Section: B.

Thesis (Ed.D.)--Drexel University, 2024.

Communication between Doctor of Physical Therapy (DPT) students and the university's academic faculty during clinical experiences throughout the DPT program can be varied. This may lead to a variety of issues going unnoticed or unreported. The qualitative case study design uses focus group and one-on-one interviews as means of data collection to understand the individual student experiences and how each feel that communication would impact their learning during clinical experiences. The data collected will be transcribed and analyzed using first and second cycle coding for themes. The paradigm associated with this research study will be social constructivism, which deals with seeking an understanding of the world in which we live and work. Gergen describes these individually specific experiences with the idea of multiple realities, which emerge from people's differing experiences. (Gergen et al.1996). This paradigm closely relates to the researcher's past experiences as a DPT student, clinical instructor, and currently a DPT faculty member. The key questions that guided this research are the following:In what ways does the clinical experience enhance the student's education and promote learning through experiential learning theory?What were some common issues or limitations that impacted learning while on clinical experience?o What role does communication while on clinical experience play in the{A0}students critical thinking and conceptualization clinical concepts?o How could communication be improved while on clinical experiences?{A0}What impact could technology-based communication (i.e., discussion boards or video chats) have during clinical experiences to improve communication and allow for increased conceptualization of knowledge?In what areas do clinical instructors feel the student's learning experience would benefit from expanded academic faculty communication to promote critical thinking and clinical application of knowledge?

ISBN: 9798383202821Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Clinical education

Experimental Learning Theory as a Means to Improve Communication During Clinical Experiences in Physical Therapy Education: A Qualitative Case Study.
LDR:03270nmm a2200409 4500 001 2403356
005 20241112095402.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798383202821
035 $a (MiAaPQ)AAI31334504
035 $a AAI31334504
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rodio, Nicholas. $0 (orcid)0000-0003-3920-4900 $3 3773630
245 1 0 $a Experimental Learning Theory as a Means to Improve Communication During Clinical Experiences in Physical Therapy Education: A Qualitative Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 119 p.
500 $a Source: Dissertations Abstracts International, Volume: 86-01, Section: B.
500 $a Advisor: Kiosoglous, Cameron.
502 $a Thesis (Ed.D.)--Drexel University, 2024.
520 $a Communication between Doctor of Physical Therapy (DPT) students and the university's academic faculty during clinical experiences throughout the DPT program can be varied. This may lead to a variety of issues going unnoticed or unreported. The qualitative case study design uses focus group and one-on-one interviews as means of data collection to understand the individual student experiences and how each feel that communication would impact their learning during clinical experiences. The data collected will be transcribed and analyzed using first and second cycle coding for themes. The paradigm associated with this research study will be social constructivism, which deals with seeking an understanding of the world in which we live and work. Gergen describes these individually specific experiences with the idea of multiple realities, which emerge from people's differing experiences. (Gergen et al.1996). This paradigm closely relates to the researcher's past experiences as a DPT student, clinical instructor, and currently a DPT faculty member. The key questions that guided this research are the following:In what ways does the clinical experience enhance the student's education and promote learning through experiential learning theory?What were some common issues or limitations that impacted learning while on clinical experience?o What role does communication while on clinical experience play in the{A0}students critical thinking and conceptualization clinical concepts?o How could communication be improved while on clinical experiences?{A0}What impact could technology-based communication (i.e., discussion boards or video chats) have during clinical experiences to improve communication and allow for increased conceptualization of knowledge?In what areas do clinical instructors feel the student's learning experience would benefit from expanded academic faculty communication to promote critical thinking and clinical application of knowledge?
590 $a School code: 0065.
650 4 $a Higher education. $3 641065
650 4 $a Physical therapy. $3 588713
650 4 $a Health education. $3 559086
650 4 $a Communication. $3 524709
653 $a Clinical education
653 $a Clinical experiences
653 $a Clinical instructor
653 $a Experiential learning theory
653 $a Physical therapy education
653 $a DPT student
690 $a 0745
690 $a 0459
690 $a 0382
690 $a 0680
710 2 $a Drexel University. $b Educational Leadership and Management [Ed.D.] (School of Education). $3 3681494
773 0 $t Dissertations Abstracts International $g 86-01B.
790 $a 0065
791 $a Ed.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31334504