在线和混合持续专业发展的重大假设:一起找到前进的道路
Miya E Bernson-Leung1, Heather MacNeill
1Dr. Bernson-Leung: Associate Director of Continuing Education and Program Director, Child Neurology Residency Training Program, Boston Children's Hospital; Assistant Professor of Neurology, Harvard Medical School, Boston, MA. Dr. MacNeill: Faculty Lead, Educational Technologies, Continuing Professional Development, Associate Professor, Temerty Faculty of Medicine, University of Toronto, and Medical Director of Stroke Rehabilitation, Sinai Health System, Toronto, Ontario, Canada.
持续专业发展 (CPD) 提供者可以克服阻碍在线学习采用的"变化免疫力". 了解和解决关键的"大假设"对于实施有效的数字CPD战略至关重要.
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:
- 持续专业发展 (CPD) 的有效实践与其实施之间存在很大的差距,特别是在在线环境中.
- 凯根和拉希 (Kegan and Lahey) 开发的"变化免疫力"框架解释了这些差距的根源在于默认的"大假设".
研究的目的:
- 识别在线和混合CPD中变化的障碍.
- 支持CPD领导者优化技术集成.
- 解决数字CPD中的知识实施差距.
主要方法:
- 分析了CPD专业人士在虚拟会议期间发现的"大假设".
- 应用"免疫力变化"框架来了解对在线CPD的抵抗力.
- 将受众产生的假设分组成五个主要主题.
主要成果:
- 五个相互关联的"大假设"被确定为最佳在线CPD实施的关键障碍.
- 这些假设导致恐惧,相互竞争的承诺,以及阻碍变革的行动.
- 介绍了反驳每个假设的数据和改变的实际策略.
结论:
- 解决默认的"大假设"对于克服CPD"变化免疫力"至关重要.
- 实际方法可以促进向有效的在线和混合CPD所需的转变.
- 在CPD中优化技术使用需要理解和减轻这些心理障碍.
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