当学习环境不支持时"抓住"自主权:医学学习者的基于证据的指南
1Academic Family Medicine, University of Calgary, Calgary, Alberta, T2N 4N1, Canada.
MedEdPublish (2016)
|August 28, 2023
概括
医学学习者可以积极追求控制环境的自主性,即使他们的基本心理需求未得到满足. 本评论提供了导航具有挑战性的教育动态的策略,以培养自主动机和福祉.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
背景情况:
- 自决理论 (SDT) 认为,支持自主,能力和相关性可以促进动机和健康.
- 教育研究经常被动地看待满足需求,忽视学习者在寻求自主性的积极作用.
- 控制环境可能会阻碍心理需求,对学习和福祉产生负面影响.
研究的目的:
- 探索医学学习者如何在不支持的学习环境中主动增强他们的自主权.
- 将自决理论的原则应用于医学学员面临的实际挑战.
- 提供可操作的策略,以与控制的教师来导航人际冲突.
主要方法:
- 基于医生和SDT研究人员经验的评论.
- 对一个涉及控制教师的假设案例研究的分析.
- 概述了医学学习者宣称自主权的策略.
主要成果:
- 学习者可以积极地"抓住"自主权,即使环境是控制.
- 具体的策略可以帮助学习者应对人际冲突和未满足的需求.
- 积极追求自主是培养动力和健康的关键.
结论:
- 医学学习者可以使用代理策略来培养自己的自主权.
- 解决控制教育环境的问题对于学习者的福祉和发展至关重要.
- 这种方法使学习者能够在他们的教育旅程中发挥积极作用.
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