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In Search of Evidence-Informed Pedagogy for International Field Education: A Narrative Review
Journal of Evidence-Based Social Work Pub Date : 2020-09-24 , DOI: 10.1080/26408066.2020.1819928
Michael E Sherr 1 , Melissa D Brown 1
Affiliation  

ABSTRACT

Purpose

The authors examined the current state of available evidence to inform pedagogical practices for improving international field education.

Method

The comprehensive search followed the PRISMA checklist for reviews. After outlining specific inclusion criteria, four syntax combinations were used to search five different search engines.

Results

The authors identified 17 articles that met the inclusion criteria. The articles included seven background/expert opinion (level VII), four case studies (level VI), and six cross-sectional cohort studies (level V). None of the articles examined pedagogical practices, compared competency outcomes with students in traditional field education, or used randomized control groups.

Discussion

The current state of the literature informing international field education is anecdotal and minimal. A shift is needed away from conceptual and descriptive research to evaluation of outcomes to enhance the available evidence. Research comparing outcomes between students in international field education with students in traditional field education is especially needed.

Conclusion

Though hoping to find research to improve a program, the authors discovered an area of research in need of immediate attention.



中文翻译:

寻找国际实地教育的循证教学法:叙述性评论

摘要

目的

作者检查了现有证据的现状,为改进国际实地教育的教学实践提供信息。

方法

综合搜索遵循 PRISMA 审查清单。在概述了具体的纳入标准后,我们​​使用四种语法组合来搜索五个不同的搜索引擎。

结果

作者确定了 17 篇符合纳入标准的文章。这些文章包括七项背景/专家意见(VII 级)、四项案例研究(VI 级)和六项横断面队列研究(V 级)。没有一篇文章检查教学实践,没有将能力结果与传统实地教育中的学生进行比较,也没有使用随机对照组。

讨论

为国际实地教育提供信息的文献的现状是轶事且极少。需要从概念性和描述性研究转向结果评估,以增强可用证据。尤其需要研究比较国际实地教育学生与传统实地教育学生的成果。

结论

尽管希望找到改进程序的研究,但作者发现了一个需要立即关注的研究领域。

更新日期:2020-09-24
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