评估新手兽医临床实践教师的经验:对英国培训计划的定性反思
Paul Pollard1, Dona Wilani Dynatra Subasinghe2
1Associate Professor, Director of Clinical Training, Department of Veterinary Clinical Sciences, School of Veterinary Medicine, University of Surrey, Daphne Jackson Road, Guildford GU2 7AL UK.
Journal of veterinary medical education
|November 6, 2024
概括
英国的新手兽医临床教育工作者从专业培训中受益,提高他们对学生学习的理解,促进个人成长. 该计划提高了信心,但强调了时间管理的挑战.
科学领域:
- 兽医教育 兽医教育
- 临床教育工作者培训培训
- 高等教育教学的教学.
背景情况:
- 英国兽医教育部门正在采用分布式学习模式.
- 这种转变需要临床医生过渡到新手教育者的角色.
- 专业培训对于有效的临床教育者发展至关重要.
研究的目的:
- 评估萨里大学临床教育者培训计划的有效性.
- 探索新手教育工作者对其培训经验的反思.
- 确定在兽医临床教育工作者培训方面需要改进的领域.
主要方法:
- 对来自初学者临床教育工作者的53个反思性叙述进行了感应性主题分析.
- 在培训后对参与者进行便利抽样.
- 对教育理论和实践的反思进行定性分析.
主要成果:
- 教育工作者报告说,他们对学生的学习需求有了更强的认识,这些需求得到了学习理论的信息.
- 突出了"feedforward"和学生反中的反思等创新概念.
- 显著的个人成长和内省 (47%) 被注意到.
- 参与者体验到自我信心增加,但面临着平衡培训与职业职责的挑战.
结论:
- 萨里大学的计划有效地支持兽医临床教育者身份发展.
- 培训提高了对教育理论和以学生为中心的实践的理解.
- 进一步的研究应该涉及时间分配和支持教育工作者平衡双重角色.
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