让合伙人显现:评估一个教师发展的DEI课程
Jessica Bunin1, Jonathan M Scott1, Ryan Landoll1
1Dean's Office, Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
Medical education online
|July 31, 2023
概括
这项研究开发了一个教师合资课程 (FAC),以支持来自边缘化群体的医学学习者. FAC提高了参与者对指导和教学不足的学生的信心,促进宣传和包容性实践.
科学领域:
- 医学教育 医学教育
- 健康的社会决定因素
- 课程开发 课程开发
背景情况:
- 来自历史上边缘化群体的本科医学学习者在学术环境中遇到重大障碍.
- 当黑人学生报告有关教师辅导机会的不确定性时,出现了特定的机构担忧.
- 解决这些差异对于促进医疗培训中的公平至关重要.
研究的目的:
- 开发和实施一个教师合资课程 (FAC),使用Kern的模型和批判教学.
- 增强教师支持和指导各种医学学习者的能力.
- 为所有学生创造一个更具包容性和公平的学习环境.
主要方法:
- 利用Kern的课程开发模型和批判性的教学方法.
- 在16个月内提供了90个研讨会,吸引了790名参与者.
- 采用开放式答案的非正式内容分析来评估结果.
主要成果:
- 大多数参与者报告说,他们对教学和指导不足的学习者的信心增加了.
- 参与者表现出提高意识,态度转变,以及改善与异国关系的语言使用.
- 定性分析表明,参与者更有可能从事倡导行为.
结论:
- 教师合资课程 (FAC) 有效地提高了教师的信心和技能,以支持多元化的医学学习者.
- 该课程促进了意识,态度和宣传的积极变化,为更具包容性的教育气候做出了贡献.
- 计划实施的建议包括与现有倡议建立伙伴关系,并专注于社区建设和持续的个人承诺.
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