在早晨报告中探索正式和非正式的学习机会:一种定性研究
Jane Ege Møller1, Mads Skipper2, Lone Sunde3,4
1Department of Clinical Medicine, Aarhus University, Olof Palmes Allé 15, 8200, Aarhus N, Denmark. jane@clin.au.dk.
BMC medical education
|February 23, 2024
概括
医生 医生 医生
科学领域:
- 医学教育 医学教育
- 工作场所学习 工作场所学习
- 医生培训 医生培训 医生培训
背景情况:
- 晨报对于初级医生的诊断推理能力至关重要.
- 现有的研究缺乏深入分析这些会议期间的学习机会.
- 这项研究探讨了在早晨报告中学习的性质.
研究的目的:
- 探索和分析医生的上午报告中存在的学习机会.
- 在此背景下,确定正式和非正式学习的特点.
- 为了在早晨报告中发现医疗教育的潜在改进领域.
主要方法:
- 使用23个早晨报告的视频记录进行定性研究.
- 从外科,内科和急诊部收集的数据.
- 根据Eraut的工作场所学习框架进行的主题分析.
主要成果:
- 确定了正式 (计划式教学) 和非正式 (隐式,反应式) 的学习机会.
- 正式学习的主题包括教学模式,结构,演讲者角色和参与者的参与.
- 观察到讨论的医学主题的普遍性,错过了更广泛的学习机会和罕见的故意学习.
结论:
- 晨报提供了正式和非正式的学习途径.
- 过度强调医疗内容,忽视了医生角色的其他关键方面.
- 建议优化教学方法,利用错失的学习机会.
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