农村社区教师在教学中的动机和障碍:定性研究
Irene Alexandraki1, Anne Kern2, Gary L Beck Dallaghan3
1University of Arizona College of Medicine-Phoenix, Phoenix, Arizona, USA.
社区的教师们.
科学领域:
- 医学教育 医学教育
- 医生培训 医生培训 医生培训
- 社区健康 社区健康
背景情况:
- 招聘和留住基于社区的教学医生是一项挑战.
- 了解社区教师的观点对于医学学生的培训至关重要.
- 农村环境为医生教学角色提供了独特的背景.
研究的目的:
- 探索社区教师在教学角色中的动机和障碍.
- 了解影响农村社区教师在医学教育中的职业选择的因素.
- 确定社区教师的观点,作为医学院以外的教学医生.
主要方法:
- 与农村社区教师进行半结构面试.
- 开放和轴向编码用于数据概念化和分类.
- 主题组织的社会认知职业理论框架.
主要成果:
- 自我效能,受到早期榜样和鼓励的影响,是教学决策的关键.
- 教师发展有限,感觉被低估,阻碍了教师的信心和参与.
- 教学增加了工作满意度,但受到临床工作量和财务影响的阻碍.
结论:
- 自我效能和早期的榜样显著激励农村社区的教师教学.
- 内部奖项可以支持教学工作.
- 需要进一步研究结构性障碍,以支持医学教育工作者.
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