打开持续专业发展的想象力:让临床工作场所成为视角
1Dr. Rowland: Scientist, Wilson Centre and MD Education, University Health Network and University of Toronto and Assistant Professor (status only), Department of Occupational Science and Occupational Therapy, Temetry Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.
The Journal of continuing education in the health professions
|December 6, 2023
概括
本文介绍了继续专业发展的"工作即学习框架" (WALF). WALF分析了工作场所和工作任务如何影响学习,定义了扩展性和限制性学习环境.
科学领域:
- 工作场所学习工作场所学习
- 持续的专业发展 持续的专业发展
- 社会文化学习理论社会文化学习理论
背景情况:
- 来自经济学,劳动社会学和社会文化学习的理论为框架提供了信息.
- 现有的关于职场学习的研究缺乏统一的概念分析工具.
研究的目的:
- 介绍工作作为学习框架 (WALF).
- 提供概念工具来分析工作场所,工作组织和学习之间的相互作用.
- 定义扩展性和限制性学习环境.
主要方法:
- 借鉴跨学科理论 (经济学,社会学,社会文化学习).
- 开发一个概念框架 (WALF) 来分析工作场所学习动态.
- 定义关键概念:扩展性和限制性学习环境.
主要成果:
- 工作作为学习框架 (WALF) 的介绍.
- 提供了概念工具来分析工作环境和学习之间的关系.
- 介绍了扩展性和限制性学习环境的概念.
结论:
- 通过工作场所的学习,WALF提供了一种新的方法来理解通过工作场所的学习来了解持续的专业发展.
- 讨论了对教育工作者和研究人员在持续专业发展中的影响.
- 鼓励参与有关工作场所学习的跨学科奖学金.
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