広島県立保健福祉短期大学および広島県立保健福祉大学に在籍した者を対象に,実習に関するアンケートを行った。質問は4群15項目であり,学内実習に続く学外実習を終えた時点で調査を行った。結果より次の4点が示された。(1)学生は学外実習前には知識不足を強く感じ,学外実習後はコミュニケーション面にも注意が向く。(2)学外実習に先だつ学内での実習を学生は役立つと考えており,段階的に臨床経験を積む効果が示唆される。(3)学外実習で学んだこととしては人間関係にまつわる回答が最も多い。(4)学外実習で印象に残ったことでもコミュニケーション面についての回答が多く,続いて知識や自分の不足をあげている。以上より,学生は学内実習から学外実習へと段階的に臨床経験を積むことにより,言語聴覚士としての専門性と社会性の両面で成長できたと考えられる。時代に伴う学生気質の変化が考えられるので,実習体制を柔軟に検討し続けることが重要である。

We administerd a questionnaire about experience of practical education to students of our speech-language-hearing therapist course. The questionnaire included fifteen items in four groups. The students had practical training in clinical centers after having had that in the clinic of our University. Except for first-year students, they answered the questionnaire after all practical education was over. The findings of this study were as follows. 1) The students were aware that their knowledge is insufficient before having practical training in clinical centers, and they noticed importance of communication after having had that training. 2) At first their training is performed at our university, and it is performed next in clinical centers. This order increases educational effects. 3) What they learned most is the importance of communication with the people whom they are contact with. 4) It is the importance of communication that was the most impressive thing for them. And they understood the need of knowledge and their own immaturity. We think that the students were able to develop both in terms of occupational specialty and sociability by acquiring clinical experience step by step. The characteristics of students changes with the times. It is necessary to change training methods flexibly to meet the needs of students who go to clinical training.

原著

Original Article

国立情報学研究所で電子化