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两个维度的死亡? 在加拿大一所医学院的临床前辅导病例中对患者死亡的演讲分析
Paula Cameron1, Victoria Luong1, Olga Kits1,2
1Continuing Professional Development and Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Canada.
Teaching and learning in medicine
|October 3, 2024
概括
医学教育很少直接讨论死亡. 这项研究发现,死亡往往是一个情节装置,或者在本科医学教育中缺席,错过了关键学生学习死亡的机会.
科学领域:
- 医学教育 医学教育
- 达纳图学 (Thanatology) 是一种学术学科.
- 课程开发 课程开发
背景情况:
- 本科医学教育 (UGME) 往往忽视了死亡和死亡的社会和情感方面.
- 现有的课程通常侧重于生物医学,法律或后勤要素,或将这些主题限制在息护理或模拟上.
- 需要探索如何在基于文本的学习材料中代表死亡和死亡.
研究的目的:
- 在Case-Informed-Learning (CIL) 中调查基于文本的案件中关于死亡和死亡的演讲构造.
- 确定这些案件的形式,内容和目的如何塑造死亡的表现.
- 突出在本科医学教育中错过的机会,讨论死亡和死亡.
主要方法:
- 在本科医学教育中使用的127个职工预科教学案例的批判性话语分析.
- 使用开发的模板进行文档分析,以检查死亡和死亡的描绘.
- 在整个课程中,与12名医学学生进行了纵向半结构化采访 (共92次采访).
主要成果:
- 死亡仅在5%的案例中出现,通常作为一个可预测的情节装置,尾声或缺席,而不是一个中心主题.
- 学习目标和案例标题很少强调死亡和死亡;当它存在时,它被视为生物医学结果.
- 学生们认为,关于死亡的讨论有限且时间不合适,这是一个错过的教育机会.
结论:
- 当前的案例学习课程往往将死亡和死亡的复杂性边缘化.
- 医学教育工作者应该仔细考虑病例的设计,内容和时间,以更好地代表患者的死亡.
- 细微的案例有充足的讨论和反思时间,可以帮助弥补临床前死亡教育的差距.
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