"更多的团队的一部分":在儿科实习期间共同创造
Valerie Isobel Rae1, Samantha Rae Hopkins2, Victoria Ruth Tallentire2
1Medical Education Directorate, NHS Lothian, Edinburgh, UK valerie.rae@nhslothian.scot.nhs.uk.
概括
共同创造,学生积极塑造他们的教育,培养医学生在具有挑战性的临床环境中的归属感. 这种方法提高了福祉,并为教育工作者提供了实际的策略.
科学领域:
- 医学教育 医学教育
- 学生福利 学生福利
- 临床学习环境 临床学习环境
背景情况:
- 医学学生在临床环境中发展归属感面临挑战.
- 众所周知,共同创作是一种协作式的教育方法,可以促进高等教育中的归属感.
- 在临床医学教育中,共同创造的应用和学生的经验仍然未被充分探索.
研究的目的:
- 探索共创在医学学生儿科临床实习中的使用和影响.
- 了解医学学生如何在实践中体验共同创意的学习结构.
- 为在临床教学中实施共同创造提供实际指导.
主要方法:
- 介绍了一个在儿科实习期间实施的共同创造的例子.
- 共同创作倡议得到了评估.
- 基于经验,为临床医生和教育工作者制定了实用建议.
主要成果:
- 在儿科临床环境中成功实施了共同创造.
- 评估提供了对这种学习模式的学生体验的见解.
- 该研究为教育工作者提供了可行的建议.
结论:
- 共同创作是一种可行的策略,可以增强医学学生在临床环境中的归属性.
- 这种方法可以积极影响学生的福祉和参与.
- 在医学教育中鼓励进一步的研究和共同创造的采用.
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