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在医学教育中对群体反射进行系统的范围审查
Gillian Li Gek Phua1,2,3,4,5, Jasmine Lerk Juan Owyong4,6, Ian Tze Yong Leong1,2
1Yong Loo Lin School of Medicine, National University of Singapore, NUHS Tower Block, Level 11, Singapore, Singapore.
BMC medical education
|April 10, 2024
概括
结构化的小组反思显示了增强医生专业身份形成 (PIF) 和解决医疗教育差距的希望. 需要进一步的研究来开发和评估这些反射性实践的基于证据的设计.
科学领域:
- 医学教育 医学教育
- 专业发展专业发展
- 医生培训 医生培训 医生培训
背景情况:
- 医生专业身份形成 (PIF) 是通过对经验和情绪的自我反思而形成的.
- 医疗课程往往缺乏足够的时间,训练有素的导师,以及对反思的赞赏,阻碍了PIF.
- 集体反思是个人反思的潜在替代方案,但需要进一步研究.
研究的目的:
- 系统地审查医疗教育中关于群体反思的现有文献.
- 识别团体反思的理论,迹象,类型,结构,好处和挑战.
- 探索群体反思作为一种提高医生培训和PIF的方法.
主要方法:
- 在基于证据的系统方法 (SEBA中的SSR) 中采用了系统范围审查.
- 搜索涵盖了从2000年1月到2022年6月的文献和灰色文献.
- 通过主题和内容分析,综合了66篇文章的发现.
主要成果:
- 确定了关键领域:团体反思的理论,指示,类型,结构,益处和挑战.
- 综合证据表明,群体反思可以补充个人反思方法.
- 强调需要在医学培训中对群体反思采取结构化的方法.
结论:
- 从个人反思理论和实践中调整的结构化的小组反思,可以解决当前的培训缺口.
- 提出的基于证据的组反思结构需要进一步的设计和评估.
- 未来的研究应该专注于开发和验证医疗教育的结构化群体反思模型.
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