医疗教育中的门概念
Virginia Randall1, Robert Brooks1, Agnes Montgomery1
1Uniformed Services University of the Health Sciences.
MedEdPublish (2016)
|December 11, 2023
概括
这项研究确定了医学生的七个门概念 (TC),这些概念对于发展专业身份至关重要. 这些变革和麻烦的概念,比如"医学不是黑白的",对于从非专业人士到医生的过渡至关重要.
科学领域:
- 医学教育 医学教育
- 认知科学 认知科学
- 职业身份的形成 职业身份的形成
背景情况:
- 门概念 (TC) 理论认为,某些想法对于学生来说是必不可少的,使他们能够像专业人士一样思考.
- 虽然TC研究已经在高等教育中建立,但其在医学教育中的应用是最近的.
- 本研究探讨了TC在医学学生的学习和专业发展的背景下.
研究的目的:
- 在医学学生反思性实践论文中识别和分析值概念 (TC).
- 了解这些概念的性质作为变革和麻烦的学生.
- 将已识别的TC与以前在医学教育文献中发现的TC进行比较.
主要方法:
- 使用接地理论和恒定比较进行定性分析.
- 对135篇儿童医生实习生反思性实践论文进行了主题分析.
- 确定符合值概念的标准的主题.
主要成果:
- 七个主题被确定为门概念 (TC) 在医学学生的论文.
- 这些概念的特点是变革性,导致理解的本体学转变,麻烦,诱导焦虑.
- 两个TC与英国医学教育文献中先前识别的概念保持一致,四个是相似的,两个是不同的.
结论:
- 门概念 (TC) 似乎与医学学生个人和专业身份的形成有关.
- 这些概念有助于从非专业人士的角度过渡到医生的角度.
- 这些发现表明,某些TC在医学培训中的普遍性,无论教育环境如何.
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