相关实验视频
Updated: Jul 14, 2025

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Movement Retraining using Real-time Feedback of Performance
Published on: January 17, 2013
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将R2C2模型应用于即时反和辅导
Jocelyn Lockyer1, Rachelle Lee-Krueger2, Heather Armson3
1J. Lockyer is professor emerita and adjunct professor, Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada; ORCID: https://orcid.org/0000-0002-3928-4827 .
概括
R2C2 (关系,反应,内容,指导) 模型有助于接受者-学习者反. 虽然应用了关系,反应和内容阶段,但指导和行动计划的创建是具有挑战性的,需要有意识的参与才能有效实施.
科学领域:
- 医学教育 医学教育
- 医疗保健专业发展
背景情况:
- R2C2 (关系,反应,内容,辅导) 模型为反和辅导提供了一个结构化的方法.
- 有效的反对于临床环境中的学员-学习者发展至关重要.
研究的目的:
- 探索R2C2模型在学员和学习者之间的实时反对话中的应用.
- 确定影响R2C2模型在临床实践中的使用因素.
主要方法:
- 使用框架分析和体验式学习镜头进行定性研究.
- 通过反会议和采访,从15个训练有素的教师-学习者二元组收集了数据.
- 分析包括熟悉,编码,框架审查,索引,总结和主题识别.
主要成果:
- 所有二极管都成功地应用了R2C2模型的关系,反应和内容阶段.
- 在指导阶段发现了挑战,特别是在行动计划和后续发展方面.
- 导师技能,时间限制和关系动态影响了模型的应用.
结论:
- R2C2模型可以适应临床后接触的即时反.
- 经验式学习是R2C2模型应用的关键.
- 有效使用需要有意识地参与指导和共同创建行动计划,而不仅仅是确认变化.
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