背景:澳大利亚教育计划要求消费者对职业治疗学生学习的贡献。然而,关于消费者在实习期间如何为学生学习做出贡献的研究有限。完成了范围审查,以探索现有反馈系统的概念,让消费者在实习期间为学生的学习做出真正的贡献。
方法:搜索了5个数据库,查找截至2023年7月的所有文章。如果所有出版物描述并调查了在实习实习期间对学生学习的真实贡献,则将其包括在内。来自论文结果和讨论部分的数据被转换为定性数据,并进行了主题分析,以发展对消费者反馈系统的概念理解。
结果:46篇论文符合资格标准。大多数文章来自医学(30%)和护理(45%)教育。反馈系统主要用于使用各种标准化和非标准化方法来批评学生的交流和职业行为。创建了五个相互关联的主题,以解决消费者反馈系统的概念。主题是(1)为每个利益相关者创造特定的价值是至关重要的,(2)需要准备和细致入微;(3)当系统支持所有利益相关者时,消费者确实参与并提供关键反馈;(4)收集方法需要响应实践和学习的多样性;(5)与值得信赖的导师一起处理反馈对学习至关重要。
结论:消费者,学者,实践教育工作者,学生们认识到,消费者在实习实习期间对学生的学习有重要的贡献。未来的消费者反馈系统需要共同制作,为消费者创造一种最佳模式,以建设性和安全的方式为学生学习做出真正的贡献。
■一位消费者顾问是大型研究项目的顾问小组成员,本次审查是该项目的一部分,并在项目的所有阶段向研究团队提供建议。
结论:在澳大利亚,职业治疗培训计划需要消费者的投入来帮助学生学习。然而,关于消费者如何在职业治疗学生的实践培训中帮助他们的研究并不多。我们做了一个审查,看看现有的反馈系统如何让消费者在培训期间真正帮助学生。截至2023年7月,我们搜索了五个数据库进行研究。我们包括有关消费者如何帮助所有健康学生在实践培训中学习的研究。我们找到了46篇文章,主要来自医学和护理教育。我们对它们进行了分析,以了解消费者反馈系统的工作原理,并发现了五个主要主题:(1)确保每个参与其中的人都从中获得价值,(2)做好准备很重要,(3)当系统支持每个参与者时,消费者给出有用的反馈,(4)需要不同的方法,因为实践和学习各不相同,(5)与其他人讨论反馈有助于学生学习。当前的反馈系统主要集中在学生如何沟通和专业行为。消费者,教育工作者,学生都同意消费者在帮助学生在实践培训中学习方面起着至关重要的作用。在未来,我们需要共同努力,建立反馈系统,让消费者以最好的方式帮助学生,确保它对每个人都是建设性和安全的。
BACKGROUND: Consumer contribution to occupational therapy student learning is mandated for Australian educational programs. However, there is limited research about how consumers contribute to student learning during practice placements. A scoping
review was completed to explore the concepts of existing
feedback systems for consumers to authentically contribute to student learning during practice placements.
METHODS: Five databases were searched for all articles up to and including July 2023. All publications were included if they described and investigated authentic contribution to student learning during a practice placement experience. Data from the results and discussion sections of the papers were transformed into qualitative data and thematically analysed to develop a conceptual understanding of consumer feedback systems.
RESULTS: Forty-six papers met the eligibility criteria. Most articles originated from Medicine (30%) and Nursing (45%) education. Feedback systems were primarily designed to critique student communication and professional behaviours using a variety of standardised and non-standardised methods. Five interconnected themes were created that addressed the concepts of consumer
feedback systems. The themes were (1) creating value specific for each stakeholder is essential, (2) preparation is required and nuanced; (3) consumers do engage and provide critical feedback when the system is supportive of all stakeholders; (4) gathering approaches need to be responsive to the diversity of practice and learning; (5) processing feedback with a trusted mentor is critical for learning.
CONCLUSIONS: Consumers, academics, practice educators, and students recognised that consumers have an important role in contributing to student learning during practice placements. Future consumer feedback systems need to be co-produced to create an optimal mode for consumers to authentically contribute to student learning constructively and safely.
UNASSIGNED: A consumer consultant was a member of the advisory panel for the larger research project that this
review is part of and provided advice to the research team at all stages of the project.
CONCLUSIONS: In Australia, occupational therapy training programs require input from consumers to help students learn. However, there is not much research on how consumers help occupational therapy students during their practical training. We did a
review to see how existing
feedback systems let consumers genuinely help students during their training. We searched five databases for research up to July 2023. We included research that talked about how consumers help all health students learn during practical training. We found 46 articles, mostly from Medicine and Nursing education. We analysed them to understand how consumer feedback systems work and found five main themes: (1) making sure everyone involved gets value out of it, (2) being prepared is important, (3) consumers give useful feedback when the system supports everyone involved, (4) different approaches are needed because practices and learning vary, and (5) discussing feedback with other people helps students learn. Current
feedback systems mostly focused on how students communicate and behave professionally. Consumers, educators, and students all agree that consumers play a vital role in helping students learn during practical training. In the future, we need to work together to make feedback systems that let consumers help students in the best way possible, making sure it is constructive and safe for everyone.