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第三年兽医学生的学术负担和力:导航临床技能课程和评估
Saundra H Sample1, Elpida Artemiou2, Darlene J Donszelmann3
1Zoetis Reference Laboratories, Zoetis, Inc., 10 Sylvan Way, Parsippany, NJ, 07054 USA.
Journal of veterinary medical education
|November 6, 2024
概括
兽医学生因学术负担和客观结构化临床检查 (OSCE) 而经历了相当大的压力. 学术上的力,在归属和自我照顾的支持下,有助于学生管理压力并改善福祉.
科学领域:
- 兽医医学教育 兽医医学教育
- 定性研究方法 定性研究方法
- 学生心理健康 学生心理健康
背景情况:
- 卡尔加里大学兽医学院 (UCVM) 在应对学生压力方面面临着挑战.
- 了解学生报告的压力因素对于开发有效的支持系统至关重要.
研究的目的:
- 质量地探索第三年兽医学生的压力生活经验.
- 确定与学业成绩和幸福感相关的关键压力因素和应对机制.
- 评估学生对课程中的心理健康意识倡议的看法.
主要方法:
- 与十名第三年兽医学生 (2019年毕业生) 进行了半结构面试.
- 采访成绩单被取消识别,并使用专题分析进行分析.
- 该研究重点关注压力,弹性和心理健康意识等主题.
主要成果:
- 两个主要主题出现了:"学术负担"和"学术力".
- 客观结构化临床检查 (OSCE) 被确定为压力,恐惧和焦虑的主要来源.
- 学术负担包括学术负担,失败恐惧和学术自我效率低;学术力得到同行/家庭归属,成长心态和自我照顾的支持.
结论:
- 兽医课程必须解决学生的福祉超出临床知识的获取.
- 简化课程,关注学生福祉,促进学术平衡是必不可少的.
- 调查结果为学生服务提供了与学业成绩相关的心理健康需求的信息.
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