医学学生在总结性反思性写作中的诚实:快速回顾
1University of Exeter, Exeter, Devon, UK.
The clinical teacher
|September 1, 2023
概括
医学学生在反思性写作作业中经常"玩游戏",通过将反思量身定制为评估标准,阻碍真正的参与. 多样化评估方法对于培养真实的反思性实践至关重要.
科学领域:
- 医学教育 医学教育
- 超认知 (Metacognition) 是一种表认知 (metacognition) 的方法.
- 医疗保健专业发展
背景情况:
- 反思是医学学生的一个关键的元认知技能,使他们能够在复杂的临床场景中进行导航.
- 对反射的总结性评估可能与其内在性质相冲突,可能导致肤浅的参与.
研究的目的:
- 提供有关医学学生对总结性反思性写作评估的观点的现有文献的概述.
主要方法:
- 进行了一次快速的文献审查,搜索了六个数据库以查找相关的关键词.
- 选后包括了10篇论文,使用CASP检查列表工具进行质量评估.
主要成果:
- 学生被发现操纵反射性写作以满足评估标准,表明潜在的缺乏真正的参与.
- 虽然一项研究表明学生诚实,但专家意见一致认为需要重新定义和多样化医学院反射性实践.
结论:
- 工具化反思来评估风险是表面模拟而不是深度学习.
- 需要进一步进行定性研究,以充分了解医学学生对反射评估和模拟实践问题的看法.
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