对临床技能进行反思和自我有效性
Jade Lene Yong1, Gwyndaf Roberts2
1Newcastle University Medicine Malaysia (NUMed), Johor, Malaysia.
The clinical teacher
|November 11, 2024
概括
参与反思影响医学学生的临床技能自我效能,但效果因个人态度而异. 教师应该指导反思,以提高其对学生自我效能的益处.
科学领域:
- 医学教育 医学教育
- 学习心理学学习的心理学.
- 临床技能发展 临床技能发展
背景情况:
- 临床技能是医学教育的核心,在临床前几年早期引入.
- 学生的自我效能,相信自己的能力,对于掌握临床技能至关重要.
- 医学学生反思对自我效能的影响尚不清楚.
研究的目的:
- 调查临床前医学学生与反思的参与以及他们对临床技能的自我有效性之间的关系.
- 通过定性分析,探索反思如何影响自我效能.
主要方法:
- 一种混合方法的方法,使用验证的问卷对273名临床前医学学生.
- 定量分析涉及层次的多重线性回归.
- 通过半结构面试和重点小组对13名学生的定性数据进行了主题分析.
主要成果:
- 统计分析显示,反思参与对临床技能的自我有效性没有显著的直接影响.
- 主题分析表明,学生感知反思通过绩效评估,技能理解,心态转变和情感联系,积极影响了自我效能.
结论:
- 反思对自我效能的影响可以是积极的或消极的,取决于学生对反思实践的态度.
- 有效地提高自我效能需要考虑个人因素,如思维方式以及反思.
- 医学教育工作者在促进反思发挥着至关重要的作用,以最大限度地提高学生自我效能.
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