你在实习中没有学到的东西:新学术EM教师和研究员的集体课程
Jessica Schmidt1, Benjamin Schnapp1, Sara Damewood1
1University of Wisconsin Madison, Department of Emergency Medicine, Madison, WI.
Journal of education & teaching in emergency medicine
|February 12, 2024
概括
这个课程增强了早期职业生涯紧急医疗学院的学术成功. 参与者报告了增加的信心和新的技能,并推了专业发展计划.
科学领域:
- 医学教育 医学教育
- 紧急医疗 紧急医疗
- 教师发展学院发展学院
背景情况:
- 紧急医学的奖学金正在增加,为新毕业生带来独特的挑战.
- 需要一个结构化的课程来支持研究员和初级教师在应对学术和专业挑战.
研究的目的:
- 制定一个为期一年的课程,旨在提高紧急医疗学员和一年级教师的学术成功.
- 为职业生涯早期的教师提供时间管理,生产力,健康和声誉建设方面的基本技能.
主要方法:
- 在一个学年内实施了季度研讨会系列格式.
- 教育策略包括讲座,个人活动和小组讨论.
- 测试前和测试后的调查评估了参与者的反应,学习和行为,使用5分利克尔特尺度.
主要成果:
- 来自十个子专业的15名参与者参加了这系列研讨会.
- 参与者在研讨会后的所有主题中表现出自我报告的信心和技能获取的增加.
- 所有参与者都表示学习了新技能,计划实施这些技能,并会推这个系列.
结论:
- 这系列研讨会有效地培养紧急医疗学员和初级教师的学术成功至关重要的技能.
- 该课程的内容是高度相关和适用的,导致积极的参与者结果和建议.
- 该计划为学术急诊医学的早期职业生涯教师专业发展提供了宝贵的框架.
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