发现或怀疑:对投资组合会议的变革潜力的定性研究
Jenny McDonald1,2, Sylvia Heeneman3,4, Wendy Hu5
1Translational Health Research Institute, School of Medicine, Western Sydney University, Locked Bag 1797, South Penrith, NSW, 2751, Australia. Jenny.mcdonald@westernsydney.edu.au.
Advances in health sciences education : theory and practice
|November 1, 2024
概括
投资组合会议可以促进医学学生的变革性学习,改变他们对学习的观点. 有效的会议,在准备的支持下,提高了参与度和新的学习策略.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 医学院需要在学生的学习和学习习惯显著适应.
- 变革性学习理论强调透过对挑战性经验的批判性反思来改变观点.
研究的目的:
- 探索投资组合会议如何影响医学学生对学习和学习在他们的过渡期间的观点.
- 了解导师指导反思在适应医学教育中的作用.
主要方法:
- 定性混合方法研究分析面试成绩单和书面反思.
- 以变革性学习理论为指导的反思性主题分析.
- 在两个投资组合会议之前和之后探索学生的观点.
主要成果:
- 学生们对投资组合会议感到担忧 (披露困境,优先事项问题).
- "看到大局"来自于反思,而"从对话中获得清晰度"表明会议后的视角转变.
- 会议的有效性各不相同;有帮助的会议消除了疑虑并促进了参与,而没有帮助的会议导致了"对话失望".
结论:
- 变革性学习发生在学生获得洞察力,设定目标并采用新的学习策略时.
- 投资组合会议的价值取决于学生和导师的充分准备.
- 需要进一步的研究来将早期的投资组合经验与以后的临床参与联系起来.
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