医学教育中的元动机:4F概念框架
Ali Norouzi1, Dean Parmelee2, Saiideh Norouzi3
1Education Development Center (EDC) and Social Determinants of Health Research Center, Zanjan University of Medical Sciences, Zanjan, Iran.
Medical teacher
|February 5, 2024
概括
本研究提出了一个新的概念框架,用于理解医学教育中的超动机,指导学习者通过四个阶段来管理动机挑战并增强自我调节技能.
科学领域:
- 医学教育研究 医学教育研究
- 教育心理学教育心理学
- 超认知研究研究 超认知研究
背景情况:
- 现有的模型不足以解决医学教育中的元动机问题.
- 需要一个全面的框架来指导学习者和教育者.
研究的目的:
- 开发和介绍一个概念框架,以了解医学教育中的元动机.
- 解决现有的激励监管模式在这个领域的差距.
主要方法:
- 使用克劳福德的指导,开发了一个概念框架.
- 数据是从经验,文学和理论中收集的.
- 专家审查和反被纳入框架的最终设计.
主要成果:
- 建立了一个由四个阶段组成的元动机概念框架.
- 该框架区分了动机挑战和问题.
- 它概述了促进知识,管理挑战,解决问题和稳定过程的阶段.
结论:
- 拟议的框架为未来的医学教育研究和干预提供了指导.
- 它的目的是刺激在这种情况下进一步探索元动机维度.
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