重新构建专业主义:善良的专业人士
William Wadland1, Margaret Thompson1, Donna Mulder1
1Michigan State University.
MedEdPublish (2016)
|December 13, 2023
概括
密歇根州立大学为所有医疗专业人员制定了新的专业化课程. 教师认定社会责任和同事冲突解决是关键的挑战,导致了一个修订后的程序与核心美德.
科学领域:
- 医学教育 医学教育
- 专业精神 研究 研究 专业精神
- 医疗保健道德 医疗保健道德
背景情况:
- 上世纪90年代普遍存在的非专业行为促使密歇根州立大学人类医学学院制定了"善良的学生医生"课程.
- 学生们注意到学生和教师之间的专业标准存在差异,需要采取更广泛的专业主义方法.
- 一个特别工作组被召集,以重新定义医学院社区的所有成员的专业性.
研究的目的:
- 评估教师对现有学生专业化课程的认识.
- 识别教师认为的专业弱点和挑战.
- 为学生,居民和教师制定和实施全面的专业课程.
主要方法:
- 对教师进行调查,了解他们对"善良的学生医生"的认识,以及他们认为的专业弱点.
- 建立一个工作组,用核心美德重新定义专业性:勇气,谦卑和怜悯.
- 实施常规的,匿名的学生对教师专业性的评估.
主要成果:
- 大多数教师都知道学生的专业性课程.
- 教师认为社会责任是最难实现的属性.
- 与同事一起解决问题行为被确定为最困难的专业行为.
结论:
- 一个新的,包容性的课程"美德的专业人士"被开发,基于三个核心的美德.
- 教师采用了新的原则和实践,包括学生对教师专业性的评估.
- 从学生评估中持续收集数据将为教师的发展提供信息,并解决专业化问题.
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