重新审视医学"隐藏课程"的概念化和影响
Isaac Ks Ng1,2, Li Feng Tan2,3, Wilson Gw Goh2,4
1Department of Medicine, National University Hospital, Singapore, Singapore.
The journal of the Royal College of Physicians of Edinburgh
|October 27, 2024
概括
医学培训中的隐藏课程,包括生活经验和观察,塑造了医生的专业身份和患者互动. 蓄意的监管可以利用这种非正式的学习来促进积极的发展.
科学领域:
- 医学教育 医学教育
- 职业身份的形成 职业身份的形成
- 医疗保健 专业主义 医疗保健 专业主义
背景情况:
- 专业属性主要是由临床经验塑造的,而不是正式的课程.
- "隐藏的课程"通过观察和角色建模来影响态度,行为和专业身份.
- 这种非正式的学习会影响学员对职业,患者和同事的看法.
研究的目的:
- 提供医疗培训中隐藏课程的实际概念化.
- 探索生活经验和观察如何塑造医疗学员的感知和专业发展.
- 检查隐藏课程对医生福祉和临床决策的影响.
主要方法:
- 医学教育中的"隐藏课程"的概念分析.
- 在临床环境中描述生活经验和个人观察.
- 探讨对职业认同,患者与医生的关系以及跨专业动态的影响.
主要成果:
- 隐藏的课程被定义为学员在临床/准临床环境中的实践经验和观察.
- 它显著塑造了对医疗专业,患者和同事的看法.
- 这些经验对医生福祉和临床决策产生下游影响.
结论:
- 隐藏的课程是医学教育和实践中不可避免的组成部分.
- 虽然经常被视为负面,但它可以被故意调节以产生积极的影响.
- 利用隐藏的课程可以提高专业发展和医生福祉.
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