视觉思维策略和"看一个,做一个,教一个"的危险
Heather J Kagan1,2, Philip Yenawine3, Linda Duke4
1Department of Medicine, Memorial Sloan Kettering Cancer Center, New York, USA.
概括
医学教育中的视觉思维策略 (VTS) 需要仔细实施. 通过K-12技术加强教师培训,可以提高其影响力和研究一致性.
科学领域:
- 医学教育 医学教育
- 医学中的艺术与人文学科
- 教学干预教育干预
背景情况:
- 视觉思维策略 (VTS) 在医学教育中越来越多地使用.
- 它的有效实施受到忽视的细微差别和不正确的应用的挑战.
- 这可能导致学习者影响减少,研究结果不一致.
研究的目的:
- 突出医学教育中VTS实施的关键组成部分.
- 提出改善VTS教师培训和标准化的方法.
主要方法:
- 确定经常被忽视的关键VTS组件:艺术品选择,具体询问,对话促进,非语言沟通和环境设置.
- 从K-12教育中推教师发展技术,例如同行和视频反.
- 倡导系统的教师指导在VTS促进.
主要成果:
- 适当的VTS实施依赖于掌握特定的教学技巧.
- 现有的K-12教师发展模式为VTS培训提供了有效的策略.
- 标准化培训可以提高VTS在医学教育中的影响.
结论:
- 严格的教师指导和标准化的培训对于有效的VTS实施至关重要.
- 采用经过验证的K-12 VTS培训方法可以提升医学教育中的艺术和人文干预.
- 改善VTS促进对于最大限度地使其对医学学习者的好处至关重要.
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