跨学科的教学广场增强反思和同学关系:一个协作性的教学方法
Angela E Brown1, Joanne Harmon1, David Birbeck2
1Clinical and Health Sciences, Rosemary Bryant AO Research Centre, University of South Australia, Adelaide, South Australia 5000, Australia.
Nurse education in practice
|September 7, 2024
概括
跨学科教学广场促进专业网络和高等教育学者之间的反思. 这种协作性的教学工具增强了教学实践,并建立了跨健康教育学科的宝贵联系.
科学领域:
- 高等教育教学的教学.
- 健康 专业 教育 卫生 专业 教育
- 学术人员发展学术人员发展.
背景情况:
- 学术教学提升通常依赖于反,这可能是具有挑战性的.
- 教学广场提供了一种不那么令人恐惧的同行观察和反思方法.
- 这项研究独特地连接了来自不同但相关的健康学科 (护理,助产,药房,生物医学科学) 的学者.
研究的目的:
- 探索跨学科的学者与教学广场的经验.
- 评估教学广场作为形成性,协作性的教学发展的工具.
- 促进高等教育中的反思和增强教学实践.
主要方法:
- 定性描述性设计. 定性描述性设计.
- 在线问卷和焦点小组反.
- 对11名参与者的焦点小组采访进行主题分析.
主要成果:
- 四个主要主题出现了:专业网络,安全感知,反射周期和时间价值.
- 教学广场促进了跨学科的专业关系和网络.
- 参与者经历了与时间限制相关的好处和挑战.
结论:
- 教学广场有效地鼓励学术反思和协作教学文化.
- 一个意想不到的好处是促进跨学科的专业关系.
- 结果为健康教育中的基于证据的教学实践提供了洞察力.
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