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Updated: Jul 8, 2025

Establishment of a Clinic-based Biorepository
Published on: May 29, 2017
从大学毕业生到医生:专业身份的形成
James Ward1, Virginia Randall1
1Uniformed Services University of the Health Sciences.
医学院的学生 医学院的学生
科学领域:
- 医学教育 医学教育
- 医生发展 医生发展
背景情况:
- 医学学生在四年内从大学生到医生经历了显著的过渡.
- 对这种过渡的指导和理解,特别是专业身份形成 (PIF),是有限的.
- 需要探索医疗教育系统如何在这个关键时期支持学生.
研究的目的:
- 描述和理解医学学生从一年级到四年级的专业身份形成 (PIF) 的纵向过程.
- 确定发展阶段和教师支持机制,对于成功的PIF至关重要.
- 为医学教育工作者提供一个框架,以加强支持PIF的课程.
主要方法:
- 使用了定性主题分析.
- 数据是通过在解剖实验室 (1-2年) 的调查,在职务期间的反思论文 (3年) 和现实实地练习 (4年) 的调查来纵向收集的.
- 基于理论的方法被用来分析来自162名医学学生的反应.
主要成果:
- 确定了PIF的四个发展/转型阶段:建设,成为,桥梁和存在.
- PIF的最终结果是一个自信,有弹性的医生,并拥抱他们的专业身份.
- 确定了三个关键的教师支持:促进自我反思,促进掌握困难任务,以及可用性.
结论:
- 成功过渡到医生身份与由教师支持的转型经验有关.
- 教师的支持,包括自我反思和任务掌握,对于推动学生走向PIF至关重要.
- 已确定的阶段和支持为制定课程提供了一个框架,以培养医学学生的积极PIF.
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