教师在医学院眼科教育中考虑学习者的动机:对教学实践和课程设计的影响
Deepaysh D C S Dutt1, Sandra E Carr1, Tabitha M Scott2
1Health Professions Education, The University of Western Australia, Perth, Western Australia, Australia.
Medical teacher
|September 13, 2023
概括
眼科医学教育隐含地考虑了学生的动机,错过了增强学习的机会. 将动机明确纳入课程和教学可以改善学生的福祉和学术成果.
科学领域:
- 医学教育 医学教育
- 眼科医生 眼科 眼科
- 学习心理学学习的心理学.
背景情况:
- 眼科医学教育历史上忽视了自主动机在学生学习和福祉中的作用.
- 了解教育工作者如何处理学生的动机对于改善教育策略至关重要.
研究的目的:
- 调查眼科教育工作者对学生动机原则在医学教育中的认识和应用.
- 确定眼科培训中培养学生动机的当前做法和潜在改进领域.
主要方法:
- 在线半结构化的深度访谈与澳大利亚和新西兰医学院的眼科教育工作者进行.
- 专题分析用于分析采访成绩单,确定与学生动机相关的反复出现的主题.
主要成果:
- 发现缺乏明确考虑学生的动机,动机往往在课程和教学中被隐含地解决.
- 主题包括创新对动机的影响以及教师和学生之间的动力.
- 教育工作者还讨论了诸如对眼科疾病管理和时间压力的一般主义者信心等趋势.
结论:
- 目前的眼科教育隐含地解决了学生的动机,留下了增强情感,认知和元认知学习的潜力.
- 建议明确将动机纳入课程开发和教学实践,以改善教育成果.
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