在评估和补救方面表现不佳的耻辱
Damian J Castanelli1,2,3, Elizabeth Molloy4, Margaret Bearman5
1School of Clinical Sciences at Monash Health, Monash University, Clayton, VIC, Australia. Damian.Castanelli@monash.edu.
Advances in health sciences education : theory and practice
|October 16, 2024
概括
在卫生专业中表现不佳的耻辱教育阻碍了有效的补救措施. 监督人员不愿意解决绩效不佳的问题,并隐补救工作,无意中造成了耻辱,影响了实习生支持.
科学领域:
- 医学教育 医学教育
- 职业社会学的社会学
- 医疗保健管理的管理
背景情况:
- 与表现不佳相关的耻辱是卫生专业教育中公认的问题.
- 学习者补救对监督者来说是一个持续的挑战,影响着教育的有效性.
- 现有的研究还没有充分探讨在管理低绩效时的耻辱的动态.
研究的目的:
- 探索监督人员在麻醉培训中评判绩效和管理补救方面的观点.
- 应用埃尔文·戈夫曼的耻辱理论来理解与低绩效相关的监督员的做法.
- 确定污名化如何影响和被特殊培训中的补救过程诱导.
主要方法:
- 针对19个监管机构的采访进行了二次分析.
- 基于理论的专题分析,使用戈夫曼的耻辱理论.
- 演和归纳方法来识别与耻辱和补救相关的主题.
主要成果:
- 低绩效的耻辱感导致监督人员在讨论问题和隐补救方面保持沉默.
- 监督者表现出对学员的差异性待遇,受到耻辱的影响.
- 对"缺乏洞察力"的学员的描述与耻辱感引起的刻板印象一致.
结论:
- 在医疗保健中对完美主义的文化期望传播了耻辱,破坏了补救工作.
- 当前的补救做法无意中引发了耻辱,创造了一个回避的循环.
- 需要一个涉及个人和集体行动的多方面的方法来规范整治和改变文化.
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