"与情绪跳舞":解释性描述性研究,模拟过程中辅导员对学生情绪的识别和反应
Claudia C Behrens1, Diana H Dolmans2, Erik W Driessen2
1Medical Education Unit, Universidad Católica del Norte, Coquimbo, Chile.
Medical education
|October 12, 2024
概括
模拟辅导员以不同的方式管理学生的情绪,影响学习. 了解这些多样化的反应可以改善辅导员培训,以便在模拟中获得更好的教育成果.
科学领域:
- 医学教育 医学教育
- 基于模拟的学习
- 教育中的心理学教育中的心理学
背景情况:
- 沉浸式模拟唤起各种学生的情绪.
- 促进者对这些情绪的认知和反应尚未得到充分理解.
- 优化学习需要理解辅导员和学生之间的情感动态.
研究的目的:
- 探索模拟辅导员如何感知和响应学生的情绪.
- 确定辅导员在模拟过程中用来管理情绪反应的策略.
- 为促进培训人员培训提供最佳实践信息,以增强基于模拟的学习.
主要方法:
- 与10名经验丰富的模拟辅导员进行半结构化采访.
- 解释性描述性方法由控制价值理论提供信息.
- 分析使用"编造的故事"来表示关于情绪反应的主题发现.
主要成果:
- 辅导员调整模拟的复杂性,以管理负面情绪和"保存学习".
- 一些辅导员允许学生体验"热度",为临床现实做好准备.
- 其他人承认情绪,但主要在解答期间解决这些问题.
结论:
- 辅导员对学生情绪的意识依赖于各种线索.
- 响应范围从积极干预到故意不干预.
- 辅导者的信念,由经验塑造,调解他们的方法通过情绪管理优化学习.
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