重新设计印尼临床教师的教师发展计划:一个前后的研究
Rita Mustika1,2, Nadia Greviana1,2, Dewi Anggraeni Kusumoningrum1
1Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia.
教师发展 (FD) 用设计思维重新设计,以满足临床教师的需求,并证明有效. 这种混合学习方法提高了医疗教育培训的获取和灵活性.
科学领域:
- 医疗教育 医学教育
- 健康 职业 教育 教育 专业
背景情况:
- 教师发展 (FD) 对于支持临床教师至关重要.
- 由于职业义务,现有的项目面临参与挑战.
- 由于COVID-19大流行,需要创新的FD方法.
研究的目的:
- 重新设计和评估临床教师的教师发展计划.
- 专注于参与者的需求和当前情况.
- 提高临床教师培训的有效性和可访问性.
主要方法:
- 使用了五步设计思维框架 (共感,定义,构想,原型,测试).
- 采用前/后测试设计来评估程序的有效性.
- 开发了一个混合学习课程,具有异步 (Moodle) 和同步 (Zoom) 组件.
主要成果:
- 设计思维促进了以参与者为中心的程序重新设计.
- 前/后测试证明了该计划在提高临床教学技能的有效性.
- 混合学习格式显著增加了参与者的访问和灵活性.
结论:
- 设计思维是创新教师发展的有效方法.
- 重新设计的混合学习计划成功满足了临床教师的需求.
- 这种可适应的模型可以为未来的医学教育教师发展计划提供信息.
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