揭开医学教育中的认识不公正:表现不佳的学习者的案例
Victoria Luong1, Rola Ajjawi2, Sarah Burm1
1Department of Continuing Professional Development and Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada.
Medical education
|April 27, 2024
概括
认识不公正,对知者的错误,在医学教育中没有得到充分的讨论. 认识到这种不公正,特别是在内向的学生,可以重塑学术表现不佳和改善福祉.
科学领域:
- 医学教育 医学教育
- 社会认识论社会认识论
- 科学哲学的哲学科学哲学
背景情况:
- 在医疗保健中,认识不公正,对个人作为知识分子的错误,越来越被认可.
- 它在医学教育中的讨论是新生的,尽管它是普遍存在的.
研究的目的:
- 在医学教育中扩大对认识不公正的理解.
- 为了证明其在重构复杂问题的实用性,如学术表现不佳.
主要方法:
- 澄清了认识不公正的定义和范围.
- 通过对内向的本科医学学生的案例研究分析了它的表现.
- 考察了教育工作者和学生对认识危害的观点.
主要成果:
- 认识不公正源于社会权力动态和身份偏见,导致证词和解说形式.
- 医学教育工作者可能没有意识到认识不公正,但它深深地影响学生的福祉.
- 专注于认识不公正揭示了学术低绩效如何经常被视为减少,忽视其社会和结构维度.
结论:
- 这项工作澄清了认识不公正的术语和医学教育工作者的应用.
- 它为了解表现不佳以外的问题提供了一个新的视角,例如内向学生所面临的问题.
- 对认识不公正的复杂理解可以帮助重新概念化长期存在的教育挑战.
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