"说'我不知道'是可以的":医学学生使用变革性思维来应对模两可和不确定性
Virginia Randall1, Charisse Villareal1
1Uniformed Services University of the Health Sciences.
MedEdPublish (2016)
|December 11, 2023
概括
医生面临不确定性和缺乏清晰度的情况的内部紧张,称为模两可. 这项研究探讨了医学学生如何在临床实习期间使用反思性论文来应对这些挑战.
科学领域:
- 医学教育 医学教育
- 学习心理学学习的心理学.
背景情况:
- 为了有效的实践,医生必须管理不确定性和模两可.
- 变革性学习理论解释了挑战性经验如何改变理解.
研究的目的:
- 应用Mezirow的变革性学习模型来了解医学学生如何应对临床的不确定性和模两可.
- 分析学生对这些具有挑战性的情况的反应.
主要方法:
- 分析了来自医学三年级学生的273篇反思性实践论文.
- 对学生遇到不确定性和模两可的情况进行定性检查.
主要成果:
- 医学学生在职务期间遇到大量的不确定性和模糊性.
- 学生的反思性论文揭示了各种各样的应对机制,并从混乱的困境中学习.
结论:
- 梅齐罗 (Mezirow) 的变革性学习模式为了解医学学生如何在管理不确定性方面培养性和能力提供了一个框架.
- 通过这些经验支持学生对于有效的临床培训至关重要.
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