牙科学生对教师讲故事的看法临床学习:一个定性描述研究研究
Nafisa Atiah1, Paulette Dahlseide1, Nazlee Sharmin1
1School of Dentistry, Faculty of Medicine and Dentistry, University of Alberta, Canada.
Journal of dental education
|October 23, 2023
概括
在牙科教育中讲故事的教师增强了临床推理. 牙科学生发现讲师的故事是真实的,有益于学习,对于弥合知识与实践的差距至关重要.
科学领域:
- 牙科教育 牙科教育
- 医学人文学科 医学人文学科
- 临床推理 临床推理
背景情况:
- 讲故事在牙科教育中未被充分利用,用于连接理论和实践.
- 整合叙事方法可以增强临床知识的应用.
研究的目的:
- 探索牙科学生对讲师讲故事的看法.
- 在口腔病理学研讨会中评估讲故事在发展临床推理技能的作用.
主要方法:
- 定性描述性研究设计.
- 半结构化,与三年级和四年级牙科学生进行一对一的采访.
- 采访数据的诱导性主题分析.
主要成果:
- 出现了三个主题:真实性,好处和需要改进的领域.
- 学生认为教师的故事是真实的,有助于参与,知识的获取和技能发展.
- 故事被认为是弥合理论知识和临床实践之间的差距至关重要的.
结论:
- 牙科学生积极地看待讲故事的教师,认识到它对学习的好处.
- 需要进一步的研究来量化讲故事对临床学习和推理的影响.
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