探索医学学生在职务期间使用自我解释和结构化反思的原则
Martine Chamberland1, Vanessa Beaudoin1, Isabelle Boulais1
1Department of Medicine, Université de Sherbrooke, Quebec, Canada.
Canadian medical education journal
|December 4, 2023
概括
医学学生使用在临床前培训中学到的自我解释和结构化反思策略来改善在职务期间的临床推理. 这些方法在不可预测的临床环境中促进了实践学习和知识差距的识别.
科学领域:
- 医学教育 医学教育
- 发展临床推理 发展临床推理
背景情况:
- 教育工作者注意到医学学生的临床推理 (CR) 技能存在缺陷.
- 学生报告说,在职工期间CR技能发展的机会有限.
- 本研究研究了在职工期间应用自我解释 (SE) 和结构化反思 (SR) 策略的情况.
研究的目的:
- 探索医学学生如何在职务期间应用自我解释 (SE) 和结构化反思 (SR).
- 了解学生采用这些CR学习策略背后的动机.
主要方法:
- 解释性顺序混合方法研究与医学学生.
- 定量阶段:关于在职期间SE和SR行为频率的问卷.
- 定性阶段:聚焦小组探讨采用战略的原因.
主要成果:
- 52/198名学生填写了问卷,5人参加了焦点小组.
- 对特定的SE/SR行为观察到的采用率从50%到98%不等.
- 关键主题:"准时"学习,深化理解,识别知识差距和实际诊断开发. 此外,还确定了评估影响的一个主题.
结论:
- 之前在临床前培训中与SE和SR的经验有助于在职务人员中使用它们.
- 这些策略使得人们能够在复杂的临床环境中进行深思熟虑,并抓住学习机会.
- 学生利用SE和SR进行实际应用,并应对临床环境的不可预测性质.
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