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医学中的反思实践:隐藏的课程挑战
Michelle Ní Mhurchú1, Peter Cantillon1
1School of Medicine, University of Galway, Galway, Ireland.
The clinical teacher
|October 19, 2023
概括
由于隐藏的课程,医学教育难以反思. 医生克服了诸如认识论分歧和对脆弱性的恐惧等挑战,对反思性实践产生了更积极的看法.
科学领域:
- 医学教育 医学教育
- 定性研究是指质量研究.
- 反思性实践是一种反思性实践.
背景情况:
- 反射的好处在医疗保健中是众所周知的,但其实践在医学教育中是有限的.
- 反思的认识论和生物医学之间的紧张关系可能会阻碍其采用.
- 隐藏的课程对医生参与反思的影响需要进一步调查.
研究的目的:
- 探索医生在医学教育中实施反思的经验.
- 了解隐藏的课程如何影响参与反思性实践.
- 识别影响医疗环境中反思的个人和背景因素.
主要方法:
- 解释性现象学分析 (IPA) 方法.
- 四个虚拟的半结构化定性访谈.
- 在研究生临床教育课程中对医生进行的采访的分析.
主要成果:
- 确定的主题:认识论上的分歧,对脆弱性的恐惧,以及反思的反转.
- 挑战包括认识论上的差异,对脆弱性的恐惧,以及对反思的反感.
- 参与者通过共同的项目经验,对反思产生了更积极的观点.
结论:
- 隐藏的课程显著影响医生参与反思,无论是积极的还是消极的.
- 建议包括培养对医学话语的认识,向医生保证反思最初的挑战,以及对脆弱性开放的角色建模.
- 促进有意义的参与需要解决认识论上的紧张关系和隐藏的课程影响.
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