团队工作对隐藏的课程的影响,导致学生对教师的不专业行为
Aoba Nakamura1, Hajime Kasai2,3,4, Mayumi Asahina5
1Department of Medicine, School of Medicine, Chiba University, Chiba, Japan.
BMC medical education
|July 19, 2024
概括
隐藏的课程显著影响医学学生的专业性. 教师小组工作提高了对课程隐藏因素的认识,促使行为改变,以培养更专业的教育环境.
科学领域:
- 医学教育 医学教育
- 专业精神 研究 研究 专业精神
- 医疗保健道德 医疗保健道德
背景情况:
- 隐藏课程 (HC) 影响专业教育,但其在引发医学学生不专业行为的作用未得到充分研究.
- 教师缺乏确定的方法来减轻HC对学生行为的负面影响.
研究的目的:
- 开发一种教育方法,以防止医学学生的不专业行为.
- 了解教师对HC的看法触发了非专业的学生行为.
主要方法:
- 与44名教师和8名医学学生进行小组讨论,使用亲和图法.
- 分析参与者发现的非专业行为的触发因素.
- 分类答案的内容分析和后组工作教师问卷.
主要成果:
- 内容分析确定了HC触发器的6个类别和46个子类别.
- 教师对HC的认识有所改善,43.8%的人报告了增强的理解.
- 他们注意到了关于更大群体参与的建议.
结论:
- 教师的行动,组织文化和教育环境是影响学生行为的关键HC组件.
- 教师的小组工作提高了对HC的认识,并促进了改善的行为变化.
- 教师应该避免语言和行为,如个人事,这可能会降低学生的动力.
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