实习生作为变革的推动者:在医学教育中实习生驱动的课程宣传的理论模型
1L. Clarke is a medical student, Stanford University School of Medicine, Palo Alto, California; ORCID: https://orcid.org/0000-0003-2647-6819 .
医疗学员正在倡导教育改革. 这项研究使用生态系统理论来理解障碍和促进者,提出一个模型来赋予学员和支持教师在推动课程变化.
科学领域:
- 医学教育 医学教育
- 医学中的社会学.
背景情况:
- 实习生 (医学学生,住院生,研究员) 越来越多地参与课程改革.
- 了解由实习生领导的教育变革的动态至关重要.
研究的目的:
- 用生态系统理论 (EST) 分析受训者驱动的课程宣传.
- 识别影响实习生倡导的障碍和促进者.
- 制定一个实习生领导的有效课程改革模式.
主要方法:
- 通过生态系统理论的框架,分析受训者驱动的课程宣传.
- 应用EST的五个系统 (微系统,中系统,外系统,宏系统,时间系统).
- 基于理论和个人经验的实用模型的开发.
主要成果:
- 生态系统理论提供了一个框架,以了解对实习生倡导的多方面的影响.
- 拟议的模型为倡导变革的实习生提供了具体的步骤.
- 该研究强调了教师和行政部门对实习生倡议的支持.
结论:
- EST澄清了复杂的社会政治景观,培训人员在课程改革中进行导航.
- 开发的模型使学员成为医学教育变革的推动者.
- 鼓励机构支持对于受训者领导的教育改革取得成功至关重要.
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