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推动,站立和揭露:医疗学员如何构思专业抵抗的概念
Abigail Konopasky1, Ting Lan Ma2, Tasha R Wyatt2
1Department of Medical Education, Dartmouth College Geisel School of Medicine, Hanover, New Hampshire, USA.
Medical education
|May 4, 2024
概括
医学培训生将抵抗概念化为"推回","存在"和"揭露"以挑战不公正. 这些日常的抗争行为可供所有在医学教育,包括教师.
科学领域:
- 医疗教育 医学教育
- 医疗保健中的社会正义
- 定性研究是指质量研究.
背景情况:
- 在医学教育文献中关注压迫,忽视了学员为变革所做的努力.
- 了解学员对抵抗的看法对于承认他们的行动能力至关重要.
- 现有研究需要探索学员如何构思和实施对伤害和不公正的抵抗.
研究的目的:
- 了解医疗学员对抗性实践的概念.
- 分析学员在概念化抵抗中的代表性选择.
- 确定学员如何看待他们对社会不公正进行变革的作用.
主要方法:
- 使用与北美医疗学员 (学生,住院生,研究员) 进行深入采访的批判性定性研究.
- 应用功能语言分析框架,以检查实习生关于抵抗的言论中的表示元函数.
- 开放和集中编码,以识别"日常"的抵抗行为和语言过程类型.
主要成果:
- 训练员以三种方式概念化了抵抗:"推回" (做),"存在" (体现存在),和"揭露" (表观行动).
- 这些概念化主要利用了物质,关系,心理和语言过程类型.
- 这些发现凸显了学员挑战医疗教育中不平等和不公正现状的努力.
结论:
- 提出了一种对抗实践的类型学 ("反击"",存在"",揭露")
- 这些"日常"的抵抗行为是所有在医学教育中的个人可以访问的,包括教师.
- 赋予所有利益相关者抵抗不平等和不公正的权力,对于改变医学教育至关重要.
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