叙事,意义,和教学关系在纵向整合职务人员教育教育中的关系
Abigail Olajire1, Mark Benton2
1Department of Communication, University of Missouri, Columbia, MO, USA.
Journal of medical education and curricular development
|February 27, 2024
概括
纵向综合实习 (LIC) 提供了宝贵的患者护理视角,并促进了深层次的导师关系. 这些关系是学习的关键,并在整个医学教育中建立学生的信心.
科学领域:
- 医学教育 医学教育
- 定性研究是指质量研究.
- 叙述的调查 叙述的调查
背景情况:
- 纵向综合实习 (LICs) 在医学培训中提供了一个独特的教育模式.
- 了解参与者价值对于优化LIC体验至关重要.
研究的目的:
- 探索LIC体验对参与者的有意义和有价值的方面.
- 通过沟通叙述感知 (CNSM) 的镜头来分析这些经验.
主要方法:
- 与3名LIC学生和7名教师进行了半结构化采访.
- 引发了经验和反思的时间顺序叙述.
- 编码叙述,以确定LIC经验的关键方面.
主要成果:
- 参与者发现LIC的延长时间有价值,促进了整体的患者护理视角.
- 学生和教师之间的深厚,长期的关系一直被报告.
- 叙事感知促进了学生的信心增强和对患者护理的深刻理解.
结论:
- 在LICs的纵向整合高度重视独特的患者护理见解和有意义的导师关系.
- 关系的质量显著影响LIC内部的学习,需要谨慎管理.
- LIC的经验有助于医生在医学教育中的终身创造意义的过程.
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