从临床影子中发现临床前医学学生的反射:主题分析
Chih-Wei Yang1,2,3, Chun-Ta Huang4, Jeng-Yi Shieh5
1Department of Medical Education, National Taiwan University Hospital, Taipei, Taiwan.
Medical teacher
|November 2, 2024
概括
临床影像 (CS) 帮助医学学生观察医生,并反思核心能力. 大多数反思集中在具体的经验上,突出了在CS课程中需要更深入的学习策略的需要.
科学领域:
- 医学教育 医学教育
- 反思性实践是一种反思性实践.
- 基于能力的教育 基于能力的教育
背景情况:
- 临床影像 (CS) 为临床前的医学学生提供了医生的观察经验.
- 分析学生的反思性写作 (RWs) 提供了对CS期间感知到的核心能力和反思阶段的见解.
- 了解这些元素对于优化CS程序设计和教师指导至关重要.
研究的目的:
- 通过对学生反思性写作的专题分析,探索从临床影像中获得的学习成果.
- 确定学生在CS期间感知到的核心能力和他们的反思阶段.
- 为设计和改进临床影像程序提供信息.
主要方法:
- 专题分析155个未被识别的反射性写作从临床前医学学生.
- 内容的独立提取和分类与ACGME核心能力保持一致.
- 将反映映射到科尔布学习周期的各个阶段,并调查与影子专业的相关性.
主要成果:
- 患者护理 (30%),基于系统的实践 (23%) 和医疗知识 (21%) 是反映最多的能力.
- 具体经验 (66%) 是反思中占主导地位的阶段,抽象概念化 (19%) 和反思性观察 (14%) 不太常见.
- 影子专业影响了被认为的核心能力,而具体的经验主导了所有能力阶段.
结论:
- 临床影像使学生能够探索核心能力,重点根据专业而异.
- 目前的思考主要集中在Kolb学习周期的具体经验阶段.
- 调查结果表明,需要制定战略,在CS课程中促进更深层次的反思性学习和专业身份发展.
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