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为经历倦怠的学习者平衡诚实评估和同情:为临床教师提供研讨会和反工具
Gal Barak1,2, Dana Foradori3, H Barrett Fromme4
1Assistant Professor, Department of Pediatrics, Baylor College of Medicine.
MedEdPORTAL : the journal of teaching and learning resources
|October 16, 2024
概括
临床教师现在可以使用新的GetINBurnOUT方法更好地识别和支持经历燃烧的医疗学员. 这次研讨会为教育工作者提供了在临床学习环境中提供建设性反的实用工具.
科学领域:
- 医学教育 医学教育
- 职业健康 职业健康 职业健康
- 心理学 心理学 心理学
背景情况:
- 医疗学员的倦怠会对工作效率和学习产生负面影响.
- 临床教师对于识别和评估学习者倦怠至关重要.
研究的目的:
- 为临床教师开发和评估一个研讨会,以改善学习者倦怠的识别和管理.
- 为教师提供GetINBurnOUT方法,以提供反和支持.
主要方法:
- 通过使用Kern的六步课程开发和Kolb的体验式学习理论设计了一个研讨会.
- 马斯拉赫燃烧清单 (MBI) 框架和最佳实践反技术为GetINBurnOUT方法提供了信息.
- 研讨会活动包括讨论,案例实践和自我反思,研讨会后的调查评估计划行为.
主要成果:
- 该研讨会在各种教师发展计划中交付给了超过188名参与者.
- 参与者对这次研讨会的评价很高 (4.5-4.8/5),并计划改变他们的实践.
- 积极的反强调了这个话题的重要性以及GetINBurnOUT工具的实用性.
结论:
- 研讨会有效地提高了临床教师对倦怠的理解.
- GetINBurnOUT方法为临床学习环境中的评估和支持提供了一种实用的方法.
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