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Updated: Jun 21, 2025

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Movement Retraining using Real-time Feedback of Performance
Published on: January 17, 2013
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反,学习和成长:在复杂的绩效挑战中反的叙述
Margaret Bearman1, Mary Dracup1, Rola Ajjawi1
1Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Burwood, Victoria, Australia.
Medical education
|July 8, 2024
概括
新获得资格的全科医生通过四个不同的情节线叙述了他们的培训经历,揭示了反如何随着时间的推移塑造了他们的专业发展和自我认知. 了解这些叙述有助于定制反,以获得更好的学习成果.
科学领域:
- 医学教育 医学教育
- 一般实践培训一般实践培训
- 专业发展专业发展
背景情况:
- 成为一名全科医生 (GP) 需要处理复杂,模两可的情况.
- 反对于GP实习生学习至关重要,但其长期影响和实习生在接触过程中的自我定位研究不足.
- 了解学员如何叙述他们对表现挑战的经验以及反的作用是必不可少的.
研究的目的:
- 探索新合格的全科医生如何讲述他们与复杂的绩效挑战的经验.
- 调查这些叙事中反的作用.
- 了解实习生如何在多次反遭遇中随着时间的推移定位自己.
主要方法:
- 对16名全科医生实习生的深入采访进行了整体和顺序的叙事分析.
- 按时间顺序恢复参与者叙述,以形成分析单元.
- 解释情节,人物,情感和反的作用中的叙事共同点.
主要成果:
- 在GP学员的叙述中发现了四个不同的情节:旅人,英雄的追求,单人旅行者和无休止的斗争.
- 实习生,主管和反在这些情节线中被不同地定位.
- 实习生叙述的内容充满了丰富的情感.
结论:
- 已识别的情节线为了解全科医生的反,学习和专业身份形成的相互作用提供了一个新的框架.
- 这些叙述强调了累积互动如何塑造学员的职业发展轨迹.
- 实习生的自我定位 (主角/对手) 影响了监督反的重点.
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