在健康职业教育中结合支持和评估:导师和受导者的经验在程序性评估背景下
Lianne M Loosveld1, Erik W Driessen1, Mattias Theys1
1Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER Maastricht, the Netherlands.
Perspectives on medical education
|July 10, 2023
概括
在卫生专业教育中将发展支持和评估结合起来,可能会给导师和受教者带来紧张局势. 清晰的计划设计和持续的期望管理是应对这些挑战的关键.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 医学教育 医学教育
- 教育中的评估教育中的评估
背景情况:
- 导师为受训者提供低风险的反,这也可以为高风险的决策提供信息.
- 这种双重角色可能会在导师与受导者的关系中造成紧张.
研究的目的:
- 探索本科健康专业的导师和受教育者如何体验发展支持和评估的结合.
- 了解这种组合对导师与受导者的关系的影响.
主要方法:
- 实用性的定性研究方法.
- 与24名导师和11名受教者进行了半结构化,以图片为基础的采访.
- 参与者包括医学和生物医学科学的学习者.
- 主题数据分析.
主要成果:
- 经历各不相同;有些关系勃发展,而另一些则面临紧张局势.
- 由于角色的结合和计划级设计的意外后果,出现了紧张局势.
- 受影响的维度包括关系质量,信任和对话重点.
- 使用透明度,期望管理和角色澄清等策略来缓解紧张局势.
结论:
- 结合发展支持和评估责任可以成功,但可能会导致关系紧张.
- 关于评估结构和责任划分的项目级设计决策至关重要.
- 持续对期望的相互校准对于管理紧张局势至关重要.
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