通过跨专业工作场所互动来发展医生:批判性审查
Kelsey Ann Miller1, Jonathan S Ilgen2, Anique B H de Bruin3
1Boston Children's Hospital, Harvard Medical School, Boston, Massachusetts, USA.
Medical education
|October 23, 2024
概括
医学实习生通过非正式的职业间工作场所互动获得宝贵的技能. 了解这些学习机会是培养协作,准备实践的医生的关键.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 工作场所学习 工作场所学习
背景情况:
- 医疗培训越来越强调发展协作医生.
- 跨专业的互动是医疗学员在工作场所的学习中常见的.
- 缺乏一个连贯的模型来概念化这些互动的学习.
研究的目的:
- 描述医疗学员在工作场所与其他卫生专业人员的互动.
- 识别学习机制和这些相互作用的结果.
- 开发一种在跨专业职场环境中理解学习的模型.
主要方法:
- 进行了对健康专业和相关教育文献的批判性审查.
- 利用Teunissen的工作场所学习的概念化.
- 突出学习的个人,社会和定位层面.
主要成果:
- 专业间的互动往往是短暂的,自发的和非正式的.
- 这些互动为开发医生知识,技能和协作能力提供了潜力.
- 包括自我调节学习和社会文化框架在内的学习理论适用.
- 理论强调实习生解释,同行支持和环境影响.
结论:
- 专业间的工作场所互动为医疗学员提供了多样化的学习机会.
- 充分利用这些机会可以加强合作,实践准备的医生的培训.
- 需要进一步的研究,以利用这些相互作用的潜力.
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