儿科副实习生对他们的学习和评估有什么看法? 对个体学习计划的定性分析
Janice L Hanson1, Cynthia Christy2, Daxa Clarke3
1Department of Medicine (JL Hanson), Uniformed Services University of the Health Sciences, Bethesda, Md. Dr Hanson is now with the Washington University in St. Louis School of Medicine, St. Louis, Mo.
Academic pediatrics
|October 31, 2023
概括
儿科副实习生利用个性化学习计划 (ILP) 进行自我指导的学习和评估,在临床教育中面临支持因素和阻碍因素. 这些发现为改善医疗培训环境提供了见解.
科学领域:
- 医学教育研究 医学教育研究
- 定性分析 定性分析
- 儿科子专业培训 儿科子专业培训
背景情况:
- 医学生在儿科副实习期间使用个性化学习计划 (ILP).
- 了解这些计划中的以学生为导向的学习和评估策略对于优化培训至关重要.
研究的目的:
- 在儿科副实习生的ILP中描述的学习和评估策略进行定性分析.
- 识别影响子实习生学习的障碍和促进者.
主要方法:
- 内容分析来自10个不同的美国医学院的204个ILP.
- 使用恒定比较方法来分析学习目标,策略和反思.
- 将内容分类为理由,学习策略,评估策略,挑战和促进者.
主要成果:
- 学生表现出对自主学习和创造性策略的承诺,大量使用自我反思.
- 在ILP中确定了广泛的学习和评估策略.
- 学习环境为实现学习目标提出了挑战和促进者.
结论:
- 以ILP为指导的反思促进了儿科副实习生学习的创造力和独立性.
- 确定的策略为副实习生和教育工作者提供了宝贵的资源.
- 了解环境因素可以引导改善临床学习环境.
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