学生作为教师:开发和实施基于工作场所的评估
Robyn Bockrath1, Giselle Rodriguez2, Celia Laird O'Brien3
1Department of Pediatrics and Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL USA.
Medical science educator
|June 18, 2024
概括
对于学生教师来说,一个新的工作场所评估提供了有价值的形成性反. 对反叙述的分析确定了关键的教学行为,支持其在临床教育中用于学习者成长.
科学领域:
- 医学教育 医学教育
- 临床教学评估 临床教学评估
背景情况:
- 学生作为教师计划很常见,但缺乏强大的评估工具.
- 有效的评估对于促进形成性反和支持临床环境中的学习者发展至关重要.
研究的目的:
- 开发和评估基于临床教学工作场所的评估.
- 分析反叙事,以确定学生的教学行为和主题.
主要方法:
- 为临床教学开发了一种基于工作场所的评估表格.
- 从评估中得到的反叙述得到了定性分析.
- 学生的教学行为被确定并归类.
主要成果:
- 反叙述揭示了医疗知识,专业性,沟通和教学技能的主题.
- 教学技能被分为临床相关性,学习者适当性,基于证据的策略,学习环境,反和时间.
- 学生在各种环境中从多个评分员那里获得了与构造相关的反.
结论:
- 开发的评估表格对于临床环境中的学生教师是有效的.
- 评估有助于形成反,并支持学生教师的成长.
- 对反叙述的分析提供了对临床教学能力基本知识的见解.
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