"我们就像蜘蛛侠;随着巨大的力量来了巨大的责任":教练的经验支持扎医学生的经验
Martha J Elster1, Andrew S Parsons2, Sally Collins1
1University of California San Francisco School of Medicine, San Francisco, California, USA.
Medical teacher
|April 8, 2024
概括
通过学术和个人挑战指导医学学生可能会给教育工作者带来巨大的负担. 这项研究表明,教练如何从这些经验中成长,发展性并完善他们的支持策略.
科学领域:
- 医学教育 医学教育
- 学习心理学学习的心理学.
- 专业发展专业发展
背景情况:
- 医学学生面临着各种各样的学术和非学术困难.
- 教练是一个关键的支持,但对教练来说具有挑战性.
- 变革性学习理论 (TLT) 为教育工作者成长提供了一个框架.
研究的目的:
- 探索医学教育工作者如何通过指导扎的学生来发展.
- 了解具有挑战性的教练经验对教练的影响.
- 确定教练的弹性建设机制.
主要方法:
- 使用采访对15个纵向医学学生教练进行定性研究.
- 基于一个解释主义的范式.
- 以变革性学习理论 (TLT) 为指导的主题分析.
主要成果:
- 教练对学生的成功有着重大的个人责任感.
- 情绪反应和边界挑战是常见的.
- 教练开发了新的技能,挑战了偏见,并改善了学习者的视角.
结论:
- 导航学生的斗争提高了教练的自我效能.
- 教师学会更好地理解学生的观点.
- 辅导方法不断发展,减少情绪负担并培养性.
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