与患者一起学习的重要性:在临床环境中学习专业主义的流行后食谱
Rita Mustika1, Anyta Pinasthika1, Nadia Greviana1
1Medical Education Collaboration Cluster, Indonesia Medical Education, and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Indonesia.
The Malaysian journal of medical sciences : MJMS
|March 8, 2024
概括
医学学生通过角色建模和患者互动在临床环境中学习专业精神. 有效的策略强调教师领导的指导和临床环境中的反.
科学领域:
- 医学教育 医学教育
- 专业精神 研究 研究 专业精神
- 医疗保健的质量 医疗保健的质量
背景情况:
- 高质量的医疗保健需要拥有专业精神和人性主义的医生.
- 医学院的目标是通过临床经验培养这些能力.
- 当前的专业发展往往侧重于补救,而不是积极的实践.
研究的目的:
- 探索医学学生对在临床环境中学习专业性的看法.
- 在临床轮换期间识别专业发展的挑战和有效策略.
主要方法:
- 定性现象学研究. 定性现象学研究.
- 参与医学学生在临床轮换期间.
- 利用焦点小组讨论 (FGD) 和主题分析.
主要成果:
- 学习专业化面临诸如隐藏的课程和有限的患者暴露等挑战,COVID-19大流行加剧了这一挑战.
- 教师驱动的策略,如角色建模,汇报和反至关重要.
- 特定背景的知识和患者的互动增强学习.
结论:
- 学生与临床环境的互动,特别是患者和榜样,对于学习专业性至关重要.
- 结果为医学专业教育的课程设计提供了见解.
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