我们应该如何接近教师谁为代表性不足的学生和实习生创造敌对的学习环境?
J Corey Williams1, Ashley Andreou2, Susan M Cheng3
1Assistant professor in the Department of Psychiatry at Medstar-Georgetown University Hospital in Washington, DC.
AMA journal of ethics
|January 5, 2024
概括
解决教师对负面偏见的抵抗对于学生安全至关重要. 需要制定战略来防止虐待,并促进医疗保健学习环境中的问责制.
科学领域:
- 医学教育 医学教育
- 医疗保健领导力 医疗保健领导力
- 多样性和包容性的多样性和包容性
背景情况:
- 医疗保健学习环境中的负面偏见可能会损害患者的安全,并对代表性不足的学生产生负面影响.
- 教师的抵抗力或缺乏处理偏见的技能,对创造公平的教育环境构成重大挑战.
研究的目的:
- 为教育工作者和领导者提供指导,以应对表现出抵抗或缺乏处理负面偏见技能的教师.
- 建议策略,以防止在医疗机构内虐待学生和同事.
- 探索促进教师持续发展和培养问责文化的方法.
主要方法:
- 案例评论分析案例评论分析
- 对教师发展战略的审查.
- 探索股权激励技术的探索.
主要成果:
- 有问题的教师行为需要领导层的具体干预.
- 积极的策略可以防止学生和同事的虐待.
- 持续的教师发展对于解决偏见至关重要.
结论:
- 医疗机构必须实施强有力的战略来解决教师偏见.
- 培养问责文化是确保公平学习环境的关键.
- 领导力在教师发展和减轻负面偏见方面发挥着关键作用.
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