基于模拟的卫生职业教育中的结构能力:行动呼吁和实用指南
Selin T Sagalowsky1, Hilary Woodward, Joanne Agnant
1From the New York University Grossman School of Medicine (S.T.S., J.A., E.D., J.G.), New York, NY; NewYork-Presbyterian Morgan Stanley Children's Hospital (H.W.), New York, NY; Family Advisory Council (B.B.), NewYork-Presbyterian Morgan Stanley Children's Hospital, New York, NY; and Columbia University College of Physicians & Surgeons (D.O.K.), New York, NY.
概括
卫生专业的教育工作者可以通过教导结构性能力来提高多样性,公平性和包容性. 这种方法有助于识别各级的不平等现象,通过基于模拟的教育来促进更公平的医疗保健系统.
科学领域:
- 健康 职业 教育 教育 专业
- 健康的社会决定因素
- 医疗模拟 医疗模拟
背景情况:
- 尽管采取了个人层面的干预措施,但健康不平等仍然存在.
- 需要解决影响健康结果的系统因素.
- 模拟为医疗保健中的体验式学习提供了一个独特的平台.
研究的目的:
- 引入梅茨尔和汉森的结构能力的五步模型.
- 探索结构能力在基于模拟的健康专业教育中的应用.
- 为教育工作者提供指南,帮助他们把结构能力融入到模拟设计中.
主要方法:
- 基于梅茨尔和汉森模型的概念框架开发.
- 讨论模拟中的元认知原则.
- 模拟组件 (目标,案例,汇报) 的协作设计指南.
主要成果:
- 结构能力可以作为模拟中的性能领域集成.
- 模拟设计可以适应教学识别和挑战不平等驱动因素.
- 可以赋予教育工作者权力,以解决健康的系统性因素.
结论:
- 在模拟中培养结构性能力可以促进多样性,公平性和包容性.
- 基于模拟的教育可以将范式转变为识别和挑战健康不平等驱动因素.
- 这种方法适用于各种健康专业的教育环境.
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