| Abstrakt: |
In a dynamic healthcare landscape, graduates in healthcare enter a field that is filled with change and uncertainty Educators, seeking to prepare students to meet the demands of this change from a clinical perspective, must prepare students for adapting to the healthcare market. Entrepreneurship education prepares the student to adapt to such changes. This paper describes an interactive practice-based approach to teach entrepreneurship incorporating practices of play, empathy, creativity, experimentation, and reflection. Focusing on active learning, students participated in games, competitions, and group work that convey the habits of entrepreneurs. To determine the relationship of these activities in a physical therapy course with students' mindset and intentions of becoming entrepreneurs, data were collected measuring the entrepreneurial orientation (EO) and entrepreneurial intention (EI) of the students at the beginning and end of the course over three cohorts. EO consists of three behaviors: innovativeness, risk-taking, and proactiveness. With 234 students completing the outcome measures at both timepoints, a significant increase in proactiveness was found, but no change was found in other behaviors of EO or EI. Lower scores were found in females with risk-taking and EI. Healthcare professions education programs should consider including entrepreneurship education in their curricula using a participative, practice-based approach. [ABSTRACT FROM AUTHOR] |
