了解学生在医学进步测试中的反使用:一种定性面试研究
Elise V van Wijk1, Floris M van Blankenstein1, Roemer J Janse2
1Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands.
Medical education
|March 11, 2024
概括
医学学生在使用进度测试 (PT) 的反时面临心理障碍. 应对这些挑战可以提高反素养,增强PT.
科学领域:
- 医学教育 医学教育
- 学生的反 学生的反
- 学习科学 学习科学
背景情况:
- 积极参与反对于学生的学习和成绩至关重要.
- 医学学生通过进度测试 (PT) 获得反,但它的有效性各不相同.
- 在PT环境中,关于反参与的研究有限.
研究的目的:
- 探索医学学生利用进度测试的反.
- 识别医疗教育中反参与的障碍和促进者.
主要方法:
- 与21名临床前和临床医学学生进行的定性采访研究.
- 使用模板分析分析的半结构面试.
- 基于现有的反利用研究的先验主题.
主要成果:
- 学生遇到了影响反使用的心理障碍 ('意识', '认知', '代理', '意愿').
- 诸如风险,时间,时机和演示等因素阻碍了反利用.
- 在临床轮换期间,以及与绩效和职业洞察相关联时,反参与度增加.
结论:
- 了解学生在进度测试中的反利用得到了增强.
- 解决障碍可以提高学生和教师的反素养.
- 优化反流程可以将PT转化为更有效的学习工具.
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