医学学生如何体验同理心培训? 一个解释性的现象学分析. 来自"同情我,医生!"的结果 项目项目项目项目项目项目
Vasileios Kiosses1, Konstantina Symeonidou2, Carolina Alexiou2
1University of Ioannina.
MedEdPublish (2016)
|February 26, 2024
概括
医学学生发现,详细的同情心培训计划为自我反思和个人成长提供了宝贵的机会. 这种体验式学习增强了他们的专业和个人关系.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 同理心培训同理心培训
背景情况:
- 同理心对于有效的病人护理至关重要.
- 医学教育往往缺乏全面的同理心培训.
- 了解学生对同情计划的体验至关重要.
研究的目的:
- 探索医学本科生如何体验到详细的,体验式的同情心培训计划.
- 确定培训对参与者的关键主题和影响.
主要方法:
- 一个60小时的体验性,以人为中心的同情心培训计划被交付.
- 十二名医学本科生参加了培训.
- 半结构面试和解释性现象学分析 (IPA) 用于数据分析.
主要成果:
- IPA揭示了一个超级主题:培训是实现现实的机会.
- 附属主题包括与他人 (专业和个人) 关系的变化和自我概念的重建.
- 学生报告了自我审视,解决患者遇到的障碍,并实现潜力.
结论:
- 经验同理心培训可以成为医学学生个人和专业发展的强大催化剂.
- 培训促进了自我意识和改善了人际交往技巧.
- 这些项目有助于未来医疗保健专业人员的整体成长.
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