医生助理学生在服务学习社区诊所的反思和对专业身份形成的影响的定性研究
Frank R Giannelli1,2,3,4,5,6,7,8,9, Thea Cogan-Drew1,2,3,4,5,6,7,8,9, Angelica Aceti1,2,3,4,5,6,7,8,9
1Frank R. Giannelli, PhD, PA-C, is an assistant professor, Department of Physician Assistant Studies and Practice, Rutgers School of Health Professions, Piscataway, New Jersey.
概括
服务学习诊所的医生助理学生表现出专业身份的形成. 教师角色建模显著有助于这种发展,导致积极的学生体验.
科学领域:
- 医学教育 医学教育
- 医生助理研究 医生助理研究
背景情况:
- 服务学习是医生助理 (PA) 课程中常见的教学方法.
- 有限的文献存在于PA学生从服务学习经验的反思.
- 这项研究分析了PA学生在服务学习诊所的反思.
研究的目的:
- 描述PA学生在服务学习诊所的经历.
- 分析书面反思,以了解学生的经历.
- 探索服务学习在PA教育中的作用.
主要方法:
- 探索性定性研究设计. 探索性定性研究设计.
- 学生反思的传统内容分析.
- 从教学和临床阶段的PA学生 (2016-2020) 收集的数据.
主要成果:
- 服务学习经验有助于PA学生的专业身份形成 (PIF).
- 教师角色建模是PIF的一个关键促进者.
- 所有学生,无论他们的角色是什么,都报告了他们在反思中使用PIF元素的积极经验.
结论:
- 服务学习诊所对于PA学生的专业身份形成至关重要.
- 在这个过程中,学院的临床医生是重要的榜样.
- 积极的学生体验和PIF是这些服务学习计划的成果.
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