使用理论框架开发研究生健康专业教育研究和实践
Derek Jones1, Tim Fawns1, Gillian Aitken1
1University of Edinburgh.
MedEdPublish (2016)
|December 7, 2023
概括
这项研究提出了一个元框架,以加强研究生健康专业教育研究. 利用Bronfenbrenner的生态系统理论 (EST) 为理解复杂的教育实践和发现提供了一个整体的方法.
科学领域:
- 健康 职业 教育 教育 专业
- 教育理论教育理论
- 教学研究教学研究
背景情况:
- 医疗保健教育是复杂的,需要不同的分析方法.
- 研究生健康专业教育研究往往缺乏足够的理论依据.
- 需要一个结构化的方法来综合来自多个教育研究项目的发现.
研究的目的:
- 提出和证明一个元框架对研究生健康专业教育的实用性.
- 解决卫生专业在教育研究中的理论不足问题.
- 为教学思想和研究提供一个结构化的方法.
主要方法:
- 应用Bronfenbrenner的生态系统理论 (EST) 作为一个总体的元框架.
- 批评和发展EST用于卫生专业的教育研究.
- 教学方法和研究结果的结构化分析.
主要成果:
- 一个元框架,特别是EST,有助于全面理解教育实践和研究成果.
- 这种方法促进了研究结果的框架,提出了进一步的问题,并将研究置于背景下.
- 它增强了研究计划重点的沟通,并整合了多项研究.
结论:
- 一个元框架对于在研究生健康专业教育中审问和综合各种研究是有价值的.
- 布朗芬布伦纳的生态系统理论为这种元框架提供了一个强大的模型.
- 这种结构化的方法加强了卫生专业教育研究的理论基础.
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