CBMEに対するフィードバックと信頼を支える:トレーナーと研修生のためのWBA共同ワークショップ
Hing-Yu So1, P T Chan1, Kevin K F Fung2,3
1Jockey Club Institute for Medical Education & Development, Hong Kong Academy of Medicine, Hong Kong.
The clinical teacher
|February 20, 2026
まとめ
職場ベースの評価 (WBA) ワークショップは,トレーナーのフィードバックスキルとトレーナーのモチベーションを向上させました. 信頼は大きく変化しなかったが,共同学習モデルは医学教育における教員育成に有望である.
科学分野:
- 医療教育 医療教育について
- 職場ベースの評価
- 学部開発学部開発について
背景:
- 医学の大学院教育におけるワークプレイスベースアセスメント (WBA) は,トレーナーの脱落,学習者の被動性,不信感などの課題に直面しています.
- この研究では,これらの問題に対処するためのWBAの共同ワークショップの影響を調査しました.
研究 の 目的:
- 研修生のフィードバック・リテラシーに関する2つの共同WBAワークショップの効果を評価する.
- WBAに参加するためのトレーナーのモチベーションを評価する.
- 研修生と研修者の間の信頼関係における変化を調べる.
主な方法:
- 26人の研修生と16人のトレーナーを対象に,混合的なアプローチが用いられました.
- 前後調査 (フィードバック・リテラシー・ビヘアメント・スケール,CPD・リアクション・アンケート,WBA・トラスト・インベントリー) で収集された定量データ.
- ワークショップ後のフォーカスグループのテーマ分析を通じて収集された定性データ,その後の発見の統合.
主要な成果:
- 研修生はフィードバックの提供と感情の管理において有意な改善を示した.
- トレーナーたちは,道徳的規範の向上と,ポジティブな結果への信念を報告した.
- 信頼感は全体的に変化しなかったが,トレーナーの能力は改善された;定性的なデータは学習対話と心理的な安全性の価値を強調したが,階層と期間による制約を指摘した.
結論:
- WBAの共同ワークショップは,フィードバックの読み書き能力とトレーナーのモチベーションを効果的に高めました.
- 信頼の育成は階層的な文化と短い介入期間によって制限されていたが,共有学習モデルは有望な教員育成戦略である.
- 将来の介入は,リレーショナルな成果を高めるために,縦断的な,文化的に敏感な共同学習に焦点を当てるべきである.
キーワード:
共同学習 (joint learning) について教員育成,教員育成についてフィードバック・リテラシー医療教育 医療教育について修士課程後の研修についてトレーナー・トレーニーの関係信頼する 信頼する 信頼する 信頼する職場ベースの評価さらに関連する動画
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