闭嘴,或者释放:对残疾学生不同成就的经历进行诗意调查
Megan E L Brown1, Gabrielle Finn2
1School of Medicine, Newcastle University, UK.
Perspectives on medical education
|November 27, 2024
概括
卫生专业教育中的差异性成就 (DA) 不成比例地影响残疾学生. 这项研究利用诗歌揭示系统性障碍和能力主义刻板印象,突出了包容性实践和支持系统的需要.
科学领域:
- 健康 职业 教育 教育 专业
- 医学教育研究 医学教育研究
- 定性研究方法 定性研究方法
背景情况:
- 不同的成就 (DA) 呈现出基于人口统计数据的卫生专业教育成果的系统差异.
- 有限的定性研究存在于残疾学习者与DA的经验.
- 了解这些经验对于开发有效的干预措施至关重要.
研究的目的:
- 探索残疾医疗专业学生关于差异性成就的经验.
- 识别影响残疾学习者的系统障碍和能力主义刻板印象.
- 为发展包容性教育实践提供信息.
主要方法:
- 用批判性诗意调查来分析一个大型的采访数据集 (n=123).
- 专注于披露残疾的学生 (n=18),特别是卫生专业教育 (n=10).
- 诗歌是为了表达个人经验和主题分析而构建的.
主要成果:
- 四个主要主题出现了:"坚持不的刻板印象"",管理隐藏的课程"",特权和访问"和"生存,不勃发展".
- 这些主题说明了系统障碍,能力主义刻板印象和特权的复杂相互作用.
- 诗意表现突出了残疾学生所面临的斗争.
结论:
- 这些发现挑战了能力主义的看法,并强调了卫生专业教育中包容性实践的必要性.
- 建议转向通用设计和全面支持系统.
- 这项研究为干预措施提供了基础,以公平地为所有学习者解决DA问题.
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