在模拟报告中转化专业身份:模拟文献的系统的元民族学综合:模拟文献的系统元民族学综合
1From the Faculty of Life Sciences and Medicine, King's College London, London, United Kingdom.
概括
模拟汇报互动通过反思性工作促进学习,将模拟经验与临床现实联系起来. 这个过程增强了专业的身份和能力.
科学领域:
- 医学教育 医学教育
- 定性研究综合 定性研究综合
背景情况:
- 解答报告促进学习的确切机制仍然不完全理解.
- 需要综合当前关于模拟汇报和参与者学习的知识.
研究的目的:
- 探索模拟汇报期间的交互如何与参与者学习有关.
- 开发一个理论框架,解释模拟汇报中的学习过程.
主要方法:
- 采用了一种元民族学定性合成.
- 截至2020年11月,搜索了十个数据库,其中包括17篇精选文章.
- 将37个初始概念综合成一个新的理论框架.
主要成果:
- "反思工作"的核心概念出现了,涉及模拟与临床现实的双向重构.
- 这种"反思工作"有助于在学习环境中创造意义.
- 关键活动包括讲故事,绩效评估,观点分享和视频使用.
结论:
- 模拟汇报通过"反思工作"促进学习,增强感知和专业身份转变.
- 结果包括对未来角色的概念化,改善临床能力和专业语言发展.
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