与学生合作共同设计正规卫生专业课程:一个范围审查
Jessica Abbonizio1, Claire Palermo2, Gabrielle Brand3
1Faculty of Science, Monash University, Clayton, Victoria, Australia.
学生参与健康专业教育 (HPE) 共同设计是有价值的,但研究不足. 需要更多的指导,以有效地嵌入和加强学生-教师伙伴关系在课程开发,以获得更好的教育成果.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 课程开发 课程开发
- 教育研究教育研究
背景情况:
- 越来越多的证据支持健康专业教育 (HPE) 中的学生共同设计.
- 目前对学生参与HPE联合设计和伙伴关系指导的理解仍然有限.
- 在详细介绍学生与教师的合作以及HPE课程共同设计中的教学方法方面存在研究缺口.
研究的目的:
- 确定和综合研究在健康专业教育课程的学生教师共同设计.
- 探索学生参与共同设计正式的HPE课程的程度和性质.
- 为优化协同设计方法和加强HPE的学生与教师伙伴关系提供见解.
主要方法:
- 采用了一个范围审查方法.
- 搜索了五个数据库,对12656篇文章进行了选,以符合纳入标准.
- 确定并汇总了21项报告HPE课程中学生共同设计的研究.
主要成果:
- 大多数研究 (n=15) 来自西方背景的医学项目.
- 大多数研究 (n=10) 是描述性的案例报告;只有三项使用参与式/行动式研究设计.
- 共同设计的课程集中在伦理学,健康不平等,偏见,全球健康和土著健康等主题上,但缺乏详细的伙伴关系描述.
结论:
- 在HPE中优化联合设计需要更深入地参与批判性研究和教学方法.
- 需要对共同设计过程,输出和结果进行强有力的评估.
- 挑战机构结构和培养公平的学生教师定位对于HPE有效的共同设计至关重要.
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