研究健康专业教育中的生活经验
Rola Ajjawi1, Margaret Bearman1, Victoria Luong2
1Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Victoria, Australia.
Medical education
|March 5, 2024
概括
研究人员经常在医学教育中滥用"生活经验". 本文阐明了经验和实践经验之间的区别,为准确的术语和定性研究中的多种方法方法提供了指导.
科学领域:
- 医学教育研究 医学教育研究
- 定性方法论 定性方法论
- 在研究中的认识论.
背景情况:
- 在医学教育中,定性研究是普遍存在的.
- "生活经验"一词经常被使用,但往往被误解.
- "生活经验"的相互矛盾的应用需要概念上的澄清.
研究的目的:
- 在研究中区分"经验"和"实践经验".
- 解决常见的混问题:观点与经验,经验与生活经验,以及生活经验研究与现象学.
- 促进精确的术语,扩大定性调查中的方法选择.
主要方法:
- 在定性研究中对术语的概念分析.
- 区分前反思生活经验和反思视角.
- 检查生活经验和现象学方法之间的关系.
主要成果:
- 确定了关于"生活经验"的三个主要混来源:将观点与经验混为一谈,经验与生活经验混为一谈,以及与现象学的生活经验研究.
- 强调观念和观点是经验的反映,而不是生活经验本身.
- 强调生活经验是定位的,原始的和反思前的,涉及体现,关系性,空间和时间.
结论:
- 研究人员需要清楚地区分经验和生活经验,以便准确报告.
- 现象学是研究生活经验的一种方法,但叙事调查和自我研究也可行.
- 精确的术语使用在生活经验的定性研究中增强了本体学的亲密性和共性.
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