在研究生基于能力的医学教育中,转型学习和专业身份的形成
Justin Chow1, Lulwa Al-Duaij1, Nicole Last2
1Department of Medicine, Division of Cardiology, McMaster University, Hamilton, Ontario, Canada.
Medical education
|October 23, 2024
概括
转变性学习 (TL) 经验对心脏病学 residents 的专业身份形成 (PIF) 有影响,通常是由临床事件和关系驱动的,而不是基于能力的医学教育 (CBME). 伪造者现象很常见,即使是在培训后.
科学领域:
- 医学教育 医学教育
- 心脏病学培训心脏病学培训
- 专业发展专业发展
背景情况:
- 住院项目正在转向基于能力的医学教育 (CBME).
- 在实习生中,CBME,转型学习 (TL) 和专业身份形成 (PIF) 之间的相互作用尚未得到充分理解.
- 了解这个交叉点对于支持学员的专业发展至关重要.
研究的目的:
- 探索TL体验对居民职业成长和PIF的影响.
- 调查成人心脏病专科医生TL,PIF和CBME之间的关系.
- 确定影响高级医疗学员TL和PIF的因素.
主要方法:
- 使用了诱导性定性方法.
- 半结构面试与22名现任实习生和加拿大成人心脏病住院计划的新毕业生进行了半结构面试.
- 根据TL理论,对面试数据进行了主题分析.
主要成果:
- 然而,CBME并没有显著地影响学员对迷失方向困境或TL的经验.
- 关键的临床接触和导师-导师关系是TL和PIF的重要推动因素.
- "伪造者现象"在参与者中普遍存在,包括最近毕业的学生.
- 混乱的困境,批判性的反思,话语和行动为PIF做出了贡献.
结论:
- 在高级心脏病学学习者中,TL体验显著影响了PIF.
- 这些变革性的经历很少与CBME相交.
- 与临床结果或人际交互有关的混乱困境,独立于CBME,是TL和PIF的常见触发因素.
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