在虚拟教学中满足心理需求:居民和教师的见解
Oksana Babenko1, Shannon Gentilini1, Nathan Turner1
1Department of Family Medicine, University of Alberta, Canada.
International journal of medical education
|June 23, 2023
概括
虚拟教学为居民和教师提供了好处和挑战,影响了自主性和能力等心理需求. 战略可以通过优先考虑参与和支持来增强虚拟学习环境.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 数字健康数字健康
背景情况:
- 医学教育中向虚拟环境的转变为教育工作者带来了独特的机会和障碍.
- 了解对教师心理需求的影响对于有效的虚拟教学至关重要.
研究的目的:
- 探索居民和教师在虚拟环境中教学所面临的好处和挑战.
- 通过自决理论 (SDT) 的镜头来分析这些经验.
主要方法:
- 阿尔伯塔大学家庭医学的10名住院医生和12名教师进行的定性描述性研究.
- 进行了半结构面试,并使用SDT框架进行了主题分析.
主要成果:
- 虚拟教学影响了自主性 (例如,可访问性与控制),能力 (例如,信心与技术限制) 和相关性 (例如,信息交换与身份形成).
- 参与者利用平台功能来支持他们在虚拟环境中的需求.
结论:
- 尽管面临挑战,虚拟教学可以支持教育工作者的心理需求.
- 建议包括优先考虑参与,培养自主性,并在虚拟学习中培养情感支持.
- 面对面教学的SDT知情策略需要对虚拟适用性进行评估.
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