美国医学教育中的专业内部主义和对等学习
Julia Knopes1, M Ariel Cascio2, Barbara Warner3
1Department of Bioethics, Case Western Reserve University, Cleveland, OH, USA.
Qualitative health research
|December 11, 2023
概括
医学学生通过优先考虑信息和依赖同行来学习管理庞大的生物医学知识. 同行学习培养"专业内意识",对于医疗实践中的知识管理至关重要.
科学领域:
- 医学教育 医学教育
- 医学社会学 医学社会学
- 专业社会化 职业社会化
背景情况:
- 医疗专业人员面临着大量的生物医学知识,这使得任何一个临床医生不可能知道一切.
- 医学学生很早就开发了应对机制,根据对考试和临床实践的感知实用性来优先考虑信息.
- 团队合作和相互依赖是管理个人和团体层面的知识差距的重要策略.
研究的目的:
- 展示医学院同行学习如何培养对知识管理的同行依赖.
- 探索医学学生之间"内专业主义"的发展,这些学生具有多样化的知识和价值观.
- 分析学生人口差异对专业内发展的影响.
主要方法:
- 来自美国中西部两个全方位医学院的定性数据收集.
- 基于同行学习策略的奖学金的分析.
- 对医学教育的社会学和人类学观点的整合.
主要成果:
- 同行学习是医学学生学习协作管理知识的早期和重要网站.
- 学生通过依赖同龄人的多样化的专业知识和价值观来培养"专业内文化".
- 各机构学生人数的差异影响了内部专业主义的发展.
结论:
- 同行学习对医学学生的专业社会化至关重要.
- 它为未来的医生提供了必要的技能,以有效地管理医学知识的广景观.
- 通过同行互动培养内在专业精神,为学生的协作实践做好准备.
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