超越理论课程 - - 通过在工作场所的对话研究瑞典精神病医院住院医生的同学学习
Klara Bolander Laksov1,2, Rajna Knez3,4, Steinn Steingrimsson4,5
1Department of Education, Stockholm University, Stockholm, Sweden.
Nordic journal of psychiatry
|April 26, 2024
概括
精神病医院住院人员报告说,同学对话的机会有限,这影响了持续的学习. 加强这些讨论有助于终身学习和专业发展.
科学领域:
- 医学教育 医学教育
- 精神病学培训 精神病学培训
- 专业发展专业发展
背景情况:
- 在正式课程之外的持续学习中,同学对话至关重要.
- 有限的研究存在于同行学习和精神病医院住院的大学讨论.
- 这项研究调查了在全国课程期间和之后,精神病学住院医生之间进行同学对话的机会.
研究的目的:
- 探索精神病学住院医生的经验与同学对话.
- 确定影响参与工作场所学习讨论的因素.
- 为支持居民持续专业发展的战略提供信息.
主要方法:
- 在线调查对112名精神病医院住院医生 (15.4%的响应率) 进行.
- 多变量分析使用对定量数据的逻辑回归.
- 基于实践社区的框架,对开放式响应进行主题内容分析.
主要成果:
- 居民报告说,缺乏结构化的论坛来进行协会讨论.
- 妇女居民更频繁地重视与来自工作场所或住院队伍的同龄人一起参加课程.
- 定性数据揭示了取决于背景的机会和团队参与的感知价值.
结论:
- 同学对话对于将住院课程的学习融入临床实践至关重要.
- 了解居民的看法可以帮助教育工作者促进终身学习和专业成长.
- 支持同行学习环境是提高精神病住院培训成果的关键.
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