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在本科医学教育新教师教练的模范课程
Thomas Lance Tippit1, Irene Chi1, Jessica T Servey1
1Department of Family Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
Journal of medical education and curricular development
|January 11, 2024
概括
医学教育教练计划的教师发展显著提高教练的知识和信心. 关键要素包括具体的辅导技能培训和根据早期计划反进行内容调整,以实现最佳实施.
科学领域:
- 医学教育 医学教育
- 教师发展学院发展学院
- 学术指导教练 学术指导教练
背景情况:
- 教练在医疗教育中越来越多地用于提高绩效.
- 美国医学会 (AMA) 强调在教练课程中需要教师发展.
- 一个强制性的教练计划为医学学生实施了22个教师教练.
研究的目的:
- 描述医学教练教师发展课程的开发,实施和早期评估.
- 概述教师辅导培训的目标和教学策略.
- 在学术指导中为未来的教师发展计划提供经验教训.
主要方法:
- 利用Kern的6步模型来制定课程.
- 描述了在前四个月的课程开发和实施过程.
- 通过对教师参与者的即时和后续调查进行了项目评估.
主要成果:
- 医学系学生课程,评估和资源的教师发展内容增强了人们的认知知识和信心.
- 在指导技能的具体培训,包括标准化的学生模拟是必不可少的.
- 早期的项目评估提供了对教师发展有效内容和时间的见解.
结论:
- 未来的教师培养课程应考虑在初始辅导课程后进行最佳时间和内容调整.
- 开发的课程适用于建立学生指导计划的医学院.
- 学习经验为提炼教师培养学术指导提供了指导.
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