探索学术发展中的公平:我们是在创造知识存储尸还是好奇,有创造力和批判性的医疗保健专业人员?
Charlotte R den Bakker1, Arnout Jan de Beaufort1, Friedo W Dekker1,2
1Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, the Netherlands.
Advances in medical education and practice
|August 28, 2023
概括
学术医生需要知识/技能 (Ausbildung) 和学术思维 (Bildung). 优先考虑客观的技能评估,而不是思维方式的发展,可能会阻碍真正的学术成长,这表明需要平衡的评估方法.
科学领域:
- 医学教育 医学教育
- 学术发展学术发展
背景情况:
- 学术博士需要研究知识/技能 (Ausbildung) 和学术心态 (Bildung),包括好奇心,创造力和批判性思维.
- 客观地评估学术思维方式是具有挑战性的,导致医学教育过度强调知识和技能评估.
- 这种专注于客观的技能评估,虽然旨在公平,但矛盾的是,可能会阻碍真正的学术思维的发展.
研究的目的:
- 探索在学术发展中优先考虑客观评估的挑战.
- 认为过度强调对知识和技能的客观评估可能会损害培养学术思维方式.
- 建议在医学教育中重新平衡评估策略,以包括客观和主观元素.
主要方法:
- 在学术发展中的评估原则的概念分析.
- 探索大学教育的历史背景和Bildung的概念.
- 论证方法重新评估评估中的公平性,超出纯粹的客观性.
主要成果:
- 优先考虑对知识和技能的客观评估可能会无意中阻碍关键学术思维的发展.
- 追求标准化,客观的评估可能会导致被认为对真正的学术成长不公平的结果.
- 重新思考评估,将主观性与客观性结合在一起,对于培养教育至关重要.
结论:
- 医学教育必须重新平衡教育 (知识/技能) 和教育 (学术思维) 之间的重点.
- 评估中的公平性不应该仅仅依赖于客观性; 纳入主观性是关键.
- 评估范式的转变可以通过培养未来医生的学术思维来帮助培养真正的学者.
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