在医院前模拟过程中同行教师的专业身份发展:一个有基础的理论研究
Rebekah Cole1, Amy Hildreth, Robert G Pickering
1From the Department of Military and Emergency Medicine (R.C., A.H., S.L.R.), Uniformed Services University of the Health Sciences, Bethesda, MD; and School of Medicine (R.G.P.), Uniformed Services University of the Health Sciences, Bethesda, MD.
概括
医学模拟中的同行教师通过四个阶段成长,发展他们的专业身份. 这项研究为了解他们在基于模拟的培训期间的教育发展提供了一个框架.
科学领域:
- 医学教育 医学教育
- 基于模拟的学习
- 定性研究是指质量研究.
背景情况:
- 同行教师在基于模拟的教育中是有效的.
- 有限的研究存在于同行教师的专业身份发展.
- 这项研究解决了医院前模拟中的差距.
研究的目的:
- 制定一个框架,说明同行教师的专业身份发展.
- 了解在医院前模拟过程中同行教师的教育者成长.
主要方法:
- 使用接地理论进行定性研究.
- 9名医学二年级学生担任同行教师.
- 半结构面试和基础理论分析 (开放和轴向编码).
主要成果:
- 创建了同行教师发展的4个阶段框架:热切的兴奋,以挑战为基础,克服挑战,以及专业身份的形成.
- 确定了同行教师旅程中的渐进阶段.
结论:
- 基于模拟的教育是同行教师的有价值的学习环境.
- 了解同行教师发展有助于教育工作者在模拟期间最大限度地提高他们的成长.
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