在临床环境中培养人文主义和专业精神:一项多中心研究,为临床学生开发学习模块的框架
Rita Mustika1, Anyta Pinasthika1, Nadia Greviana1
1Medical Education Collaboration Cluster, Indonesian Medical Education and Research Institute (IMERI), Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia.
PloS one
|November 22, 2024
概括
在医学教育中教导人文主义和专业主义需要以专业身份形成 (PIF) 为中心的纵向性格发展. 文化敏感的策略整合学习经验,患者暴露和反思对于有效的临床培训至关重要.
科学领域:
- 医学教育 医学教育
- 专业精神 研究 研究 专业精神
- 卫生社会学 卫生社会学
背景情况:
- 人道主义和专业精神是医生与社会合同的核心.
- 临床环境对培养学生这些特征提出了独特的挑战.
- 文化背景显著影响教育策略的有效性.
研究的目的:
- 概念化教学人文主义和专业主义的策略.
- 应对高权力距离和集体主义文化环境中的挑战.
- 发展一个文化相关的医疗教育方法.
主要方法:
- 多中心定性现象学研究.
- 临床学生,教师和协调员的最大变异抽样.
- 焦点小组讨论和深度采访以主题分析.
主要成果:
- 专业身份形成 (PIF) 是学习人文主义和专业主义的核心.
- 人格建设是一个关键原则,需要纵向的课程设计.
- 综合学习,患者接触和反思是必不可少的策略,要注意文化因素和明确的评估.
结论:
- 人文主义和专业发展是一个纵向的,以PIF为中心的性格建设过程.
- 建议使用纵向,明确和动态的教学学习和评估策略.
- 教师发展必须考虑文化背景在培养这些必要的医生特征.
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