同行学习在临床研究教育中具有双重影响:一项定性研究
Hiro Nakao1,2, Osamu Nomura1,3, Chie Nagata1
1Center for Postgraduate Education and Training, National Center for Child Health and Development, 2-10-1 Okura, Setagaya-ku, Tokyo, Japan.
International journal of pediatrics
|February 5, 2024
概括
临床研究教育中的同行学习通过经验丰富的参与者的例子提供间接利益,并通过有针对性的问题提供直接利益. 解决知识差距和管理结果预期是成功的同行学习计划的关键.
科学领域:
- 医疗教育 医学教育
- 临床研究培训 临床研究培训
- 健康 职业 教育 教育 专业
背景情况:
- 同行学习是在卫生专业教育中建立的.
- 它对临床研究教育的影响需要进一步调查.
- 这项研究在这种背景下对同行学习进行了定性探索.
研究的目的:
- 探索同行学习在临床研究教育中的影响.
- 在这个领域确定有效的同行学习的途径和考虑.
主要方法:
- 在为职业生涯早期的医生举办的临床研究研讨会中实施了同行学习方法.
- 与参与者进行半结构化采访.
- 使用Engeström的活动理论框架分析了采访成绩单.
主要成果:
- 确定了四个学习过程领域:仪器使用,结果,社区和分工.
- 提取了两个同行学习途径:间接 (演示文稿) 和直接 (问题).
- 突出考虑因素:前提知识缺口和初学者对结果的丧.
结论:
- 临床研究教育中的同行学习具有显著的潜力.
- 直接和间接的路径促进学习.
- 解决知识差距和管理期望对于计划的成功至关重要.
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