通过社会规范和经验的镜头:当多样性明显时,学生对患者病例数据的概念化
Kyle John Wilby1, Kathleen M Bergin1, Breanna Laffin1
1College of Pharmacy, Faculty of Health, Dalhousie University, Halifax, NS, Canada.
American journal of pharmaceutical education
|August 29, 2024
概括
学生在案例研究中使用个人经验,专业背景,刻板印象和社会规范来解释多样性. 教师应该利用多样化的病例来改善理解并减少医疗保健不平等.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 定性研究是指质量研究.
背景情况:
- 呼吁加强基于案例的学习材料的多样性正在增加.
- 了解学生如何解释患者病例中的多样性数据对于有效的学习至关重要.
研究的目的:
- 调查影响药学学生对患者病例数据的解释因素.
- 探索学生如何基于提供的病例信息来可视化患者.
主要方法:
- 定性研究涉及与18名进入实践的药学学生进行半结构面试.
- 学生们审查了6个不同多样性元素 (种族,性取向,性别等) 的案例. ) 的情况.
- 对转录的采访进行反思性主题分析,以确定解释主题.
主要成果:
- 学生在解释案例数据时使用了5个关键因素.
- 影响因素包括个人经验,职业经验,人口刻板印象和感知到的社会规范,除了案例数据本身.
结论:
- 学生对学习材料中的多样性的解释是由个人/专业经验和社会条件所塑造的.
- 教师必须故意在案例研究中包括多样化的群体,以扩大学生的知识和挑战刻板印象.
- 解决刻板印象对于减少医疗保健不平等至关重要.
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