专业主义在卫生专业培训中失败:在转型性学习的"黄卡"时刻进行导航
Matt Sibbald1, Urmi Sheth1, Nicole Last2
1Michael G. Degroote School of Medicine, McMaster University, Hamilton, Ontario, Canada.
Medical education
|October 2, 2024
概括
卫生专业培训中的专业性缺失是复杂的. 有效的应对需要通过对话和支持培养学员的信心,主动性和信任,以促进专业身份的发展.
科学领域:
- 医学教育 医学教育
- 专业精神 研究 研究 专业精神
- 定性研究是一种定性研究.
背景情况:
- 在卫生专业培训中,越来越多地报告了专业性缺失,影响了学员的进步.
- 目前对培训计划如何促进失败后的专业身份发展的理解有限.
研究的目的:
- 为了确定促进和阻碍围绕专业化转型的因素,卫生专业培训计划中的失误.
- 探索实习生和教师在应对专业性缺失方面的观点.
主要方法:
- 定性研究涉及采访5个教师和20名实习生跨越各种健康专业计划.
- 用社会和变革性学习理论为基础,对字面转录进行反思性的专题分析.
- 三角化教师和学员的观点,以确保全面的理解.
主要成果:
- 专业性缺失是主观定义的,受到个人,机构和情境规范的影响.
- 对漏洞的反应受到权力层次的影响,可能导致不公平的待遇和肤浅的实习生参与.
- 促进转型需要通过专注的支持和宣传来建立学员的信心,代理,信任和参与.
结论:
- 解决专业性缺陷需要对个人,机构和情境动态有细微的理解.
- 创造鼓励反思,对话和支持的环境可以增强实习生对失误的导航能力.
- 有效的干预措施促进学员的信心和主动性,有助于专业社会化和身份发展.
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