使用理论参与来理解跨背景的工作场所学习-把世界分开在一起
Francisco M Olmos-Vega1, Renée E Stalmeijer2
1Pontificia Universidad Javeriana, Bogotá, Colombia.
Medical education
|August 6, 2024
概括
卫生专业的职场学习 (WPL) 教育是特定于环境的. 提高WPL研究的可转移性需要绘制背景和理论参与,以便在各种环境中获得更广泛的理解.
科学领域:
- 健康 职业 教育 教育 专业
- 社会文化学习理论 学习理论
- 工作场所学习研究研究工作场所学习
背景情况:
- 工作场所学习 (WPL) 在卫生专业教育中至关重要,需要更大的研究重点.
- 医疗保健培训是固有的位置和特定环境,受到医疗保健培训环境的影响.
- 目前的WPL研究跨专业背景,文化和边界的可转移性受到质疑.
研究的目的:
- 评估现有的WPL研究的可转移性.
- 评估WPL研究是否充分解决可转移性的上下文特征.
- 确定方法论和理论方法是否有助于跨语境理解.
主要方法:
- 建议绘制背景和理论参与,以提高WPL研究的可转移性.
- 使用"实践景观"和"形象世界"理论进行分析.
- 采用社会文化学习理论来检查环境对WPL的影响.
主要成果:
- 提高可转移性需要解决不同的WPL环境,设置和文化.
- 理论参与,特别是使用"实践景观"和"形象世界",有助于理解上下文的影响.
- 社会文化理论提供了透镜,以观察个人及其学习环境之间的相互作用.
结论:
- 倡导更多地关注研究实践,以加深对WPL的理解.
- 强调需要加强WPL研究的可转移性.
- 建议整合上下文映射和理论参与,以进行强大的WPL研究.
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