辅导能力:一个纵向的课程,以促进医学学生的成长思维,反利用和弹性
Gabriella Tison-Brandon1, Mary Dickerson2, Laryn Sapetti3
1Second-Year Resident, Child Neurology, University of Louisville School of Medicine.
MedEdPORTAL : the journal of teaching and learning resources
|October 14, 2024
概括
医学学生可以通过培养教练能力来改善临床学习,这涉及寻求,接收和使用反. 该课程使学生能够在临床工作期间提高他们的学习和福祉.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 临床技能发展 临床技能发展
背景情况:
- 适应体育和商业的教练能力对于医学学生的临床学习至关重要.
- 有效的教练能力包括积极寻求,接收和利用反来改变行为和实现目标.
- 在临床职工培训中成功,赋予学前培训学生教练能力至关重要.
研究的目的:
- 开发和评估旨在提高医学学生的教练能力的课程.
- 评估可辅导性课程对学生临床学习和福祉的影响.
主要方法:
- 一个5小时的课程,包括大组演讲和小组研讨会在两年内交付.
- 医学学生在教师监督下设计,实施和管理课程.
- 使用学生调查和重点小组进行横截面评估.
主要成果:
- 自2015年以来,超过575名学生完成了课程.
- 二年级学生报告说课程很有价值,并计划应用所学到的经验教训.
- 焦点小组参与者证实,使用可辅导性策略对临床学习和福祉产生了积极影响.
结论:
- 灵活的,模块化的可教性课程可适应其他机构.
- 学生主导的倡议对于在医学教育中调整内容和教学策略至关重要.
- 为未来的发展,建议在医学院连续性范围内扩大教练能力培训.
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