隐藏的专业主义课程:教它,看它,做它,并重复!
Scott W Oliver1,2,3, Kathleen Collins1,2,4
1Medical Education Department, NHS Lanarkshire, Bothwell, Scotland, G71 8BB, UK.
MedEdPublish (2016)
|June 25, 2024
概括
医学学生需要教学和体验式学习,以获得专业性. 教学教学辅助识别,而体验式学习,结合角色建模,有助于有效地管理专业问题.
科学领域:
- 医学教育 医学教育
- 专业主义 研究 研究 专业主义
背景情况:
- 专业精神是医学教育的一个关键,但复杂的方面.
- 从历史上非正式学习,专业主义现在是正式课程的组成部分,教学方法不断发展.
- 对于教导医疗专业的最佳教学方法存在不确定性.
研究的目的:
- 探索医学学生对专业主题的接触.
- 确定使学生能够识别和管理专业问题的因素.
- 为教师的发展提供信息,以提高教学的专业性.
主要方法:
- 从临床附件中对医学学生进行便利抽样.
- 基于监管指导的虚构片段的半结构面试.
- 对面试成绩单和现场笔记的分析.
主要成果:
- 单独的教学教学可以促进主题的识别,但不能提供自信的管理.
- 仅靠体验式学习就会导致不一致的认可和依赖榜样.
- 教学和体验学习的结合对于可靠的识别和管理至关重要.
结论:
- 将专业精神正式纳入本科医学教育是必不可少的.
- 教学教学应该为有效的专业发展提供体验式学习的支架.
- 不足够的培训阻碍了学生在实践中管理专业问题的能力.
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