在卫生专业教育中发展更高层次的思维:为医学教育工作者提供全面的工具包
Nasim Gheshlaghi Azar1, Shahram Yazdani1, Zohreh Khoshgoftar1
1Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Journal of education and health promotion
|March 11, 2024
概括
这项研究综合了教育干预措施,以加强健康专业教育中的批判性思维 (CT). 混合方法,将独立的CT轨道与特定学科的发展和体验式学习相结合,似乎是培养CT技能最有效的方法.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 认知科学 认知科学
- 教育心理学教育心理学
背景情况:
- 高阶思维 (HOT) 是健康专业教育 (HPE) 的一个关键目标.
- 发展批判性思维 (CT),创造性思维和关怀性思维是HOT的重要组成部分.
- 在HPE中CT发展的有效教育干预措施上存在有限的共识.
研究的目的:
- 确定和综合培养批判性思维 (CT) 技能和健康专业教育 (HPE) 的教育干预措施.
- 为HPE开发有效的CT开发方法的综合框架.
主要方法:
- 采用最合适的框架合成设计,使用Abrami等. 的框架作为基础.
- 在Google Scholar,PubMed,SID和ProQuest中进行文献搜索,寻找HPE中CT发展的研究.
- 从HPE文献中对先验主题进行编码和合成数据,重组成最终框架.
主要成果:
- 从HPE研究中确定主题,包括反思,讨论,模拟,角色扮演,询问和明确的CT目标.
- 引入了新的主题:体验式学习,以艺术为基础的学习,论证映射,概念映射和创造有利的教育氛围.
- 发现主题与CT开发的现有框架保持一致并扩展.
结论:
- 为医学教育工作者提供了CT开发方法的全面框架.
- 混合方法 (独立的CT轨道+学科特定的CT) 比沉浸更有效.
- 在实践环境中体验式学习对于CT技能发展至关重要;建议对新策略进行进一步的研究.
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