医生教育工作者对经验的看法有助于教学教学
TingLan Ma1, Joseph A Costello1, Ting Dong1
1Center for Health Professions Education, F. Edward Hébert School of Medicine, Uniformed Services University, Bethesda, Maryland, USA.
The clinical teacher
|April 23, 2024
概括
医生教育者通过住院,教师角色和医学院经验获得教学技能. 自主学习和反思是关键,突出需要正式的教师发展计划.
科学领域:
- 医学教育 医学教育
- 医生发展 医生发展
- 教师培训学院 培训学院
背景情况:
- 医生教育者对于培训未来的医生至关重要.
- 了解他们有益的教学经验至关重要.
- 这项研究探讨了医生教育工作者对有价值的教学准备的观点.
研究的目的:
- 为了确定医生教育工作者发现对教学有益的经验.
- 探索这些有益经验的普遍性.
- 了解社会认知职业理论 (SCCT) 和实践社区 (CoP) 如何影响这些感知.
主要方法:
- 2019年对美国医学院的医生校友进行调查.
- 对文本响应进行内容分析,以确定主题.
- 奇方位分析以评估性别,专业和学术等级的差异.
主要成果:
- 最重要的因素:居留/奖学金 (29.8%),作为教师的教学 (28.9%),医学院课程/同行互动 (26%).
- 关键主题:对教学质量的反思,学习之旅和通过实践学习.
- 性别和专业影响了对教师发展和元反思的看法.
结论:
- 结果与SCCT和CoP一致,强调自我指导的学习.
- 医生教育家的教学是由自我指导的学习和调节所塑造的.
- 鉴定的差距表明需要在医学教育中制定更正式的教师发展.
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