在本科医学教育环境中检查流行后适应:应用泛政框架:质量研究
Gowda Parameshwara Prashanth1, Ciraj Ali Mohammed2
1Department of Paediatrics, College of Medicine and Health Sciences, National University of Science and Technology, Sohar, Oman.
Teaching and learning in medicine
|October 6, 2024
概括
医学学生经历了复杂的挑战和好处,回到面对面的学习后的流行病. 研究结果表明,整合技术和支持服务可以提高医学教育的弹性和学生的福祉.
科学领域:
- 医学教育 医学教育
- 定性研究是指质量研究.
- 疫情后的重返社会.
背景情况:
- 随着COVID-19大流行,人们迅速转向在线医学教育,影响了知识,技能和社会联系.
- 评估学生在疫情后的经历对于优化返回面对面学习环境至关重要.
研究的目的:
- 探索医学学生在阿曼的流行病后重返社会时期对学习环境的看法.
- 确定学生在医学教育中的变化和适应体验的关键主题.
主要方法:
- 这是一项涉及54名临床前和临床医学学生的横截面定性研究.
- 通过内容分析进行了六次焦点小组采访并进行了分析.
- 泛君主框架被用来概念化观察到的适应过程.
主要成果:
- 学生报告说,在回归面对面学习时,他们重新连接和调整压力混合在一起.
- 关键主题包括学习技能的挑战,发展临床能力,教师互动,物理氛围和社会联系.
- 学生重视交互式学习,协作和更新的社区,但在学习与生活平衡方面扎,强调需要支持服务.
结论:
- 流行病的干扰提供了通过整合创新和与核心专业价值观重新连接来增强医学教育弹性的机会.
- 泛制框架可以指导多层次互动的跟踪和医疗教育干预措施的评估.
- 需要进一步的研究来将环境领域映射到综合弹性框架的泛结构周期上.
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