探索医学本科生自主学习的决定因素:一个定性研究
Usha Krishnan1, Thyagarajan Ravinder2, Therese Mary Dhason2
1Professor of Microbiology, Institute of Microbiology, Madras Medical College, Chennai, Tamil Nadu, India.
Journal of education and health promotion
|September 23, 2024
概括
医学教育中的自主学习 (SDL) 面临诸如认知挑战,繁重的工作负载和态度问题等障碍. 解决这些因素对于培养医学领域的终身学习者至关重要.
科学领域:
- 医学教育 医学教育
- 本科医学培训 本科医学培训
背景情况:
- 自主指导学习 (SDL) 是印度医学毕业生的公认能力.
- 了解SDL的决定因素和障碍对医学本科生来说至关重要.
研究的目的:
- 探索促进和阻止医学本科生自主学习 (SDL) 的因素.
- 确定影响学生参与SDL的关键障碍.
主要方法:
- 这是一项涉及40名MBBS第二阶段学生的横截面定性研究.
- 通过四周的集中小组讨论收集的数据.
- 用于数据解释的内容分析方法.
主要成果:
- 确定了三个主要主题和六个阻碍SDL的因素的子主题.
- 认知因素 (启动,参与,数据过载) 是最常见的障碍.
- 教育环境 (工作量,时间,评估) 和态度/心理因素也带来了挑战.
结论:
- 认知,教育和态度因素显著阻碍了医学生的SDL.
- 解决这些障碍可以加强SDL的参与,促进终身学习.
- 为教育工作者提供了见解,以在医疗机构实施有效的SDL策略.
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