一种以证据为基础的教学方法,以支持医学学生的专业身份形成:AMEE指南第1号. 171 171 一百七十一 年
Joke Fleer1,2, Margreet J Smit1, Hedwig J Boer1
1Department of Health Sciences, University Medical Center Groningen, Groningen, The Netherlands.
本研究介绍了一种教学方法,以培养医学生健康的专业身份 (PIF) 形成. 它强调学生的自主权和责任,引导他们通过反思和实验来获得一个完善的专业身份.
科学领域:
- 医学教育 医学教育
- 职业身份的形成 职业身份的形成
- 教学教育学 在教学上
背景情况:
- 在医学教育中,解决专业身份形成 (PIF) 问题至关重要.
- 现有的学术工作强调了PIF在医学课程中的重要性.
研究的目的:
- 提出一个以证据为基础的教学方法,以培养医学学生的健康PIF.
- 引导教育工作者为PIF开发有效的教育实践.
主要方法:
- 描述一个理论框架,强调学生在PIF的自主性和责任.
- 概述一个六步教学方法:经验,观察,外部化,分享,扩展和实验.
- 确定实施的六个有利条件:放慢速度,纵向方法,正式课程整合,没有分级,跨学科团队和教师培训.
主要成果:
- 教学方法指导学生通过反思和实验的结构化过程.
- 导向性条件促进反思过程的内化和对PIF的反思态度的培养.
结论:
- 理论框架和教学方法是连贯和一致的.
- 成功实施,以有利条件为指导,支持学生发展健康的专业身份.
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