导师如何看待和执行他们对医学学生的反思导师计划中的角色?
Fleur Helewaut1, Jan Reniers1, Ellen Paelinck2
1Clinical Skills Training Centre, Faculty of Medicine and Health Sciences, Ghent University, Belgium.
International journal of medical education
|October 29, 2024
概括
导师 导师 导师 导师
科学领域:
- 医学教育 医学教育
- 导师计划 导师计划
- 专业发展专业发展
背景情况:
- 纵向导师计划对于医学学生的发展至关重要.
- 引导学生进行反思性学习是一个关键目标.
- 了解导师的看法对于计划的有效性至关重要.
研究的目的:
- 在纵向导师计划中探索导师的感知和角色表现.
- 了解导师如何指导医学学生成为反思型学习者.
主要方法:
- 使用半结构面试对16名导师进行定性探索性研究.
- 基于性别,经验和专业化的有目的抽样.
- 采访成绩单的诱导性主题分析,然后再分析以确定导师个人资料.
主要成果:
- 鉴定了受人感知的导师能力,角色 (监察员,顾问,榜样) 和对反思的态度的变化.
- 开发了三种不同的导师个人资料:反思,分享和咨询.
- 发现以前的反思经验影响了导师对指南的应用.
结论:
- 导师的感知显著塑造了医学学生的反思教学方式,影响了专业身份.
- 培训的重点应该是加强导师对信仰和风格的自我反思.
- 需要进一步研究反思在指导和最佳导师选择中的影响.
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