谨慎处理:在缺乏资源的医疗保健环境中,转型性学习作为教育学
Jana Müller1, Rhoda Meyer2, Jason Bantjes3,4
1Ukwanda Centre for Rural Health, Department of Global Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa.
Teaching and learning in medicine
|April 18, 2024
概括
促进健康专业的转型学习教育需要明确的教学和支持,特别是在分布式临床环境中. 解决潜在的"变革性创伤"可以确保学生的道德发展和福祉.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 医学伦理 医学伦理
- 健康的社会决定因素
背景情况:
- 分布式临床培训使健康专业的学生接触到健康和患者挑战的社会决定因素.
- 有效的准备需要对价值观和态度进行批判性反思,而不仅仅是知识和技能.
- 缺乏资源和临床医生倦怠的环境可能会损害促进变革性学习的可能性.
研究的目的:
- 探索在分布式环境中为医疗专业的学生提供转型性学习的伦理考虑.
- 在具有挑战性的临床环境中确定支持学生健康和教育责任的策略.
- 为增强变革性学习教学和教师发展提供实用方法.
主要方法:
- 该研究建议让变革性学习教学对学生和辅导员明确.
- 它建议使用"勇敢的空间"框架来帮助学生的个性化和情感理解.
- 建议包括关系发展,社区支持和教师发展的策略.
主要成果:
- 不充分促进变革性学习可能会对学生产生有害影响,称为"变革性创伤".
- 遥远的地点和资源的局限性使得提供足够的支持人员和辅导人员成为一个挑战.
- 关于学生健康和机构教育责任的伦理问题出现了.
结论:
- 促进伦理转型学习需要明确的教学和支持框架,如"勇敢的空间".
- 解决分布式培训中的挑战,如资源限制和临床医生倦怠,至关重要.
- 机构必须优先考虑学生的福祉,并提供强有力的教师发展,以确保有效的变革性学习体验.
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