物理治療實習學生之社會情緒學習技能評量

Assessment of Social Emotional Learning Skills for Physical Therapy Students during Clinical Practice

醫療專業的臨床實習，除實踐知識外，亦是社會化的過程。然情緒可影響學習成效，尚無研究探討實習學生於社會情緒學習的議題。本專案以30位物理治療實習學生為對象，於實習期間以社會情緒學習技能量表進行自我，及由同儕與臨床教師評量社會情緒學習技能顯現的頻率。物理治療實習學生的自覺表現頻率均為5分以上，「時常」顯現社會情緒學習技能相關項目。實習結束時「感恩」為很常出現的項目。然上學期表現頻率顯著高於下學期(p<0.05)。經同儕與師長的評量相似於學生自覺表現。但不同性別的施評者呈現超過一半的項目於統計上的差異。經本專案顯示社會情緒學習技巧評量可為物理治療實習學生反思的工具，但18周的實習未明顯改變社會情緒學習技巧顯現的頻率。

The clinical education of health professions not only involves the practice of imparting medical knowledge but it also involves an understanding of the humanities and interpersonal communication. This study explored the integration of social emotional competence into clinical education of physical therapy practice. To do this, we established indicators of the social emotional competence for a physical therapist and introduced a social emotional learning skill scale into clinical education of physical therapists as a tool for self-reflection and dual feedback between interns and clinical teacher. This study used a social-emotional learning skill scale as a tool for reflection and feedback. Gratitude was found to be the most frequent item chosen in the assessment of social emotional learning skills. Clinical teacher and peer use of the social emotion learning skill scale produced different results from that assessed by interns themselves. The assessment time point did not significantly change the interns' perception of social emotional learning skills. The assessment of social emotion learning skills integrated into the clinical practice of physical therapy was found to be feasible as a tool of reflection and feedback. It helped students and clinical teachers recognize the social emotion learning skills needed for effective clinical practice.