追踪高风险总结性评估中的响应灵活性:一个纵向的学生视角
Annemieke G J M Smeets1, Annelies E van Ede2, Marc A T M Vorstenbosch3
1Department of Pathology, Radboud University Medical Center, Nijmegen, The Netherlands.
Medical teacher
|November 29, 2024
概括
医学学生最初对评估表现出了严格的反应,但随着时间的推移,他们发展了灵活性. 然而,高风险测试阻碍了适应性行为,表明需要提高应对能力.
科学领域:
- 医学教育 医学教育
- 学习心理学学习的心理学.
背景情况:
- 将评估视为学习工具需要认知灵活性.
- 了解学生对评估观点的发展轨迹至关重要.
研究的目的:
- 调查学生对评估作为学习的观点的成熟.
- 探索整个医学院学生反应的灵活性.
主要方法:
- 在6年内对12名医学学生进行了长度研究.
- 混合方法设计:关联测试,焦点小组采访,问卷.
- 话语分析与观点和行为数据相结合.
主要成果:
- 在培训的早期,学生对评估表现出了严格的反应.
- 工作场所学习促进了更灵活,以学习为导向的评估观点.
- 在临床轮换期间的高风险总结评估挑战了适应性行为.
结论:
- 本科生经常避免与评估相关的具有挑战性的想法和感受.
- 培养有效和灵活响应的技能对于学生的成功至关重要.
- 未来的研究应该专注于为学生提供高风险评估的适应性策略.
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