经验式学习作为医学课程中批判意识的途径:一种定性研究
Ellen Barnidge1, Ally Terhaar1, Gene LaBarge2
1College for Public Health and Social Justice, Saint Louis University, St. Louis, MO, USA.
Journal of medical education and curricular development
|July 29, 2024
概括
在社会护理干预中体验式学习增强了医学学生的批判意识,提高了他们对健康和患者需求的社会决定因素的理解. 这种方法可以通过促进对系统性健康障碍的认识,塑造未来的临床实践.
科学领域:
- 医学教育 医学教育
- 公共卫生 公共卫生
- 社会工作 社会工作 社会工作
背景情况:
- 临床环境越来越多地满足患者的社会需求,需要医疗教育改革.
- 批判意识,在社会,历史和文化背景下理解健康,对于解决患者的社会需求至关重要.
研究的目的:
- 探索在社会护理干预中体验式学习如何加深学生的批判意识.
- 了解这种深入的意识如何影响学生对患者社会需求和系统障碍的看法.
主要方法:
- 与24名学生 (医学,公共卫生,社会工作) 进行半结构面试,担任倡导者.
- 分析了采访成绩单,使用框架分析来确定与批判意识相关的主题.
主要成果:
- 确定了批判意识的主题:个人 (偏见),人际关系 (沟通) 和结构 (住房,权力).
- 倡导者报告了自我意识的提高,对照顾者沟通的理解,以及对结构性健康决定因素的确定.
- 经验式学习揭示了社会需求对健康和医疗保健行为的级联影响.
结论:
- 通过参与社会护理干预,学生表现出发达的批判意识.
- 经验式学习增强了对患者的社会背景和对健康的系统性障碍的理解.
- 社会护理干预措施显示出影响批判意识和塑造未来临床实践的潜力.
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