从安全网到床:在医疗保健模拟中提升学习与成长思维
Samantha Rae Hopkins1, Valerie Isobel Rae2, Samantha E Smith3
1Medical Education Directorate, NHS Lothian, Edinburgh, UK. samraehopkins@gmail.com.
Advances in simulation (London, England)
|November 11, 2023
概括
在模拟参与者中采用成长思维方式可以提高心理安全. 在前面的简报中明确地教导成长思维原则,通过将错误重新定义为机会来提高学习和弹性.
科学领域:
- 心理学 心理学 心理学
- 教育技术的教育技术
- 基于模拟的学习
背景情况:
- 隐性思维理论区分固定和增长的思维方式,影响个人对自己的属性的信念.
- 固定的思维方式假定静态的能力,而增长思维方式则认为属性是通过努力和学习而可塑性的.
- 增长思维方式与提高学术成功,弹性和福祉有关.
研究的目的:
- 在模拟环境中探索心理安全与隐性思维理论之间的协同作用.
- 提出一种新的"模拟增长思维干预",以培养参与者之间的增长思维.
- 通过鼓励成长思维方式,提高基于模拟的学习的有效性.
主要方法:
- 理论分析将心理安全原则与成长思维理论联系起来.
- 关于增长思维方式及其在模拟中所带来的好处的明确预告建议.
- 如果存在时间限制,建议提供额外的在线资源进行预阅.
主要成果:
- 持固定心态的参与者可能会害怕错误,阻碍模拟成功.
- 增长思维模式将错误重新定义为积极的学习机会和寻求挑战的指标.
- 整合增长思维原则可以优化信息处理,并积极地重新构建社会比较.
结论:
- 在模拟参与者中明确促进成长思维方式,补充了心理安全.
- 通过预先简报或预先阅读进行的模拟成长思维干预,可以显著提高参与者的参与度和学习成果.
- 这种方法应与现有的心理安全措施协同使用,以获得最佳的模拟体验.
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