The present study involved students undergoing practical training and their supervisors, and focused on supervisors’ approaches to help students complete assignments. Students who have had problems and their supervisors at a training site are supposed to report the status of progress made in assignments and discuss the causes and solutions together. Reports submitted by students who had undergone training in psychiatry included: “They did not want to cause trouble for supervisors” and “They did not know what to do at the training site”, and it took time to confirm the status of progress. Although students had been informed of a recommended learning attitude: “In practical training, it is important to identify what you cannot do and practice it for improvement” in advance, they were more occupied with their supervisors’ evaluations.\
Both students and supervisors were asked to reflect on the training sessions to examine the causes; the students reflected on problems they experienced and support they received, and the supervisors reflected on those problems and the support they provided. The results of the reflections were described on cards. \
The descriptions obtained from the student and supervisor groups were conceptualized using the KJ method, so that they could share the results.\
The supervisors had understood problems experienced by the students more comprehensively than the students themselves. The students had difficulty verbalizing their problems, which is considered to be the reason for their attaching greater importance to evaluation by supervisors rather than the completion of assignments.
雑誌名
四條畷学園大学リハビリテーション学部紀要
雑誌名(英)
Annual reports of Faculty of Rehabilitation, Shijonawate Gakuen University
臨床実習での学生の指導方法について 実習の学生と指導者の振り返りからの一考察
臨床実習での学生の指導方法について 実習の学生と指導者の振り返りからの一考察
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