在3+2模型的医生助理计划中,教学与雄心主义的交集:五个经验教训
1Chelsey Hoffmann, PA-C, MS, RD, is a physician assistant, Department of Anesthesiology, Division of Pain Medicine at Mayo Clinic, Rochester, Minnesota.
概括
医生助理 (PA) 教师需要策略来教学生在3+2计划,谁混合教学和andragogy. 这项研究提供了五个经验教训,以增强这些独特的学习者的参与和学习.
科学领域:
- 医学教育 医学教育
- 在卫生专业中使用安德拉古学和教学.
背景情况:
- 医生助理 (PA) 教师需要教学知识和andragogy有效的PA教育.
- 3+2课程的PA学习者面临着独特的挑战,弥合了教学和andragogical学习风格.
- 具有预职阶段的PA课程占所有PA课程的12.7%,需要量身定制的教师策略.
研究的目的:
- 为PA教师提供有效的策略,让学习者参与到3+2 PA课程中.
- 解决以证据为基础的教育模式的差距,以解决PA课程与职业前阶段的差距.
主要方法:
- 使用PubMed,MEDLINE和谷歌学者进行了文献搜索,搜索了"andragogy"",pedagogy"和"3+2 PA程序".
- "医生助理教育杂志"的相关文章被审查.
- 这项研究综合了从一位教职员工那里学到的经验,无论是传统的还是3+2 PA学习者.
主要成果:
- 目前最少的证据指导PA教师在3+2课程的教育模式.
- 五个关键的经验教训被介绍给教师在3+2 PA课程的教学.
结论:
- 3+2 PA计划的有效策略包括脚手架,解释"为什么",强调知识获取,整合新的学习经验,促进沟通.
- 这些课程对于3+2课程的PA学生至关重要,并可能使所有PA学生受益.
- 需要进一步的研究,特别是对于具有预职阶段的PA课程.
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