専門的なアイデンティティの形成の礎:要求を表現し,フィードバックを提供し,医療教育の基準を確立する言語を開発する
Katarina Kågedal1, Tilda Jalakas1, Emil Öberg2
1Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden.
Medical teacher
|August 30, 2025
まとめ
4つの領域 (関与,誠実さ,相互作用,内省) を利用した新しい枠組みは,医療学生のプロフェッショナル・アイデンティティ (PIF) の形成に役立ちます. このアプローチは,医療教育における効果的な評価とフィードバックのためのポジティブな特徴に焦点を当てています.
科学分野:
- 医学教育
- プロフェッショナリズム研究
- 医療専門職教育
背景:
- 医療教育プログラムは,専門性の複雑さのために,専門的なアイデンティティを育成する上で課題に直面しています.
- 現存する評価ツールでは 専門的でない行動が重視されていて ポジティブな発展を阻害しています
- 教授と学生のプロフェッショナリズムの概念化と枠組み化は困難です.
研究 の 目的:
- 医学生のプロフェッショナル・アイデンティティ形成 (PIF) を支援し,評価するためのシンプルで明確な枠組みを導入する.
- 非専門的な行動から 望ましい専門的な資質に 焦点を移す
- 臨床と臨床前の両方で普遍的に適用可能なモデルを提供すること.
主な方法:
- プロフェッショナル・アイデンティティ・フォーメーション (PIF) の新しい枠組みを4つの領域 (関与,誠実さ,相互作用,内省) に基づいて開発しました.
- プロフェッショナルでない行動を ポジティブなプロフェッショナルに 変えたのです
- 臨床回転と臨床前指導グループにおける形成的および総括的な評価ツールとしてフレームワークを実装した.
主要な成果:
- PIFの枠組みは,教員から学生への建設的な,具体的なフィードバックを容易にする.
- このフレームワークはリソースが少なく,技術的な障壁なしに様々な教育環境で容易に実装できます.
- プロフェッショナル・クオリティを特徴づけるのは,PIFに対するポジティブなアプローチです.
結論:
- 基礎の枠組みは他の医療職業や文化的な文脈にも適応できます
- 4つの領域とその分母の一般的な性質は,医学生のPIFを超えて広範な適用を可能にします.
- 長期にわたる専門的発達への影響を評価するためのさらなる研究が計画されています.
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