"我讨厌西姆!我讨厌西姆!" "使用心理治疗概念来帮助教育工作者在模拟预告中应对具有挑战性的心理状态
Gareth Drake1, Katherine Drewek
1From the DClinPsy (G.D.), Great Ormond Street Children's Hospital, London, UK; and BMBS BMedSci (K.D.), St George's Hospital, London, UK.
这项研究引入了一种新的模拟预告方法,以帮助教育工作者吸引焦虑的学习者. 通过整合心理治疗原则,它旨在增强模拟练习的所有参与者的心理安全和学习.
科学领域:
- 医学教育 医学教育
- 基于模拟的学习
- 教育中的心理学教育中的心理学
背景情况:
- 教师面临的挑战是,在模拟预告会期间,吸引焦虑或隐的学习者.
- 隐蔽的学习者行为通常是第一次观察在预告阶段.
- 现有的指导涵盖了简报前内容,但缺乏吸引犹不决的学习者的策略.
研究的目的:
- 为模拟预告工作提供一个理论框架.
- 提供实用策略,让沉默的学习者参与模拟.
- 在模拟环境中增强学习者和教育工作者的心理安全.
主要方法:
- 审查当前的最佳实践在模拟前简报.
- 整合了心理治疗和教学领域的概念.
- 应用诸如治疗环境,立场和认识论信任等原则.
主要成果:
- 已经开发了一个模拟预告的理论模型.
- 该方法提供了解决学习者隐问题的实际方法.
- 提高参与度和心理安全是预期的结果.
结论:
- 拟议的模拟预告方法为教育工作者提供了一个实际的解决方案.
- 整合心理治疗和教学概念可以提高模拟的有效性.
- 这种方法支持用于模拟的更安全,更具包容性的学习环境.
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