迈出下一步:学生关于困难的临床遭遇的反思性论文如何展示专业身份形成的过程
Nicholas Freeman1, Johanna Shapiro1, Marvin Paguio1
1University of California, Irvine, California, USA.
The clinical teacher
|August 14, 2024
概括
医学学生从三年到四年在处理困难患者方面表现出专业成长,培养出更多的同情心. 然而,未解决的负面情绪仍然存在,需要临床教师的支持.
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
- 临床心理学 临床心理学
背景情况:
- 艰难的临床遭遇挑战了医学学生的能力和幸福感.
- 人文患者互动对于专业身份形成 (PIF) 至关重要.
- 在医学培训中应对情绪和行为挑战是必不可少的.
研究的目的:
- 检查医学学生在困难患者遭遇时的感知和反应的演变.
- 了解这些经验如何有助于职业成长和身份形成.
- 分析学生的行为,态度和情绪随着时间的推移而发生的变化.
主要方法:
- 对69名医学学生的反思论文进行主题分析.
- 纵向研究追踪了从三年级到四年级的学生.
- 专注于学生,患者和教师的行为,态度和情绪.
主要成果:
- 学生认识到他们自己的情绪和其他人的情绪影响临床接触.
- 同理心和例行医疗行为是对"困难"患者的常见反应.
- 与三年级学生相比,四年级学生表现出更多的同情心,以患者为中心,以及拥有权力.
- 尽管有专业成长,但学生们报告说,在遭遇后,他们仍然存在负面情绪.
结论:
- 医学学生从三年到四年表现出显著的专业成长.
- 这种增长体现在他们对挑战性患者互动的不断变化的看法中.
- 在学生中持续存在的负面影响需要临床教育工作者的持续支持.
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