交叉身份:在临床实习中理解技能发展
Charlotte Lucy Richardson1, Jack Filan2, Laura Lindsey1
1Newcastle University, Faculty of Medical Sciences, School of Pharmacy, Newcastle upon Tyne, United Kingdom.
个人身份和环境对药学学生在实习中的技能发展产生重大影响. 了解这些因素,包括交叉性,是有效培训和支持的关键.
科学领域:
- 药房教育 在药房教育.
- 技能获取 技能获得 技能获取
- 经验式学习是一种体验式学习.
背景情况:
- 学习者对掌握的轨迹受到个人经验的影响,但人们对此了解甚少.
- 纽埃尔的约束理论为分析技能发展因素提供了一个框架:环境,个人和与任务相关的因素.
研究的目的:
- 探索本科药学学生在临床实习期间如何体验技能发展.
- 在纽埃尔的约束理论框架内,识别技能发展的障碍和促进者.
主要方法:
- 焦点小组与16名第三年本科药学学生进行了聚焦.
- 用一种解释性的现象学方法来分析字面转录.
主要成果:
- 通过可信任的专业活动 (EPA) 构建的实习技能发展在学生之间有所不同.
- 学生的个人身份 (例如,种族,口音) 充当了障碍 (例如,微型攻击) 和促进者 (例如,关系) 的技能发展和融入实践社区.
- 进入实践社区 (病房) 对于包容性至关重要,并受到工作人员互动的影响.
结论:
- 环境 (实践社区),个人 (身份) 和任务 (EPA行为) 因素影响药学学生的技能发展.
- 学生身份的交叉性可以创造复杂的障碍和促进者.
- 教师应该考虑交叉性对学生身份的影响,在安置设计和评估.
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