概念映射:在社会科学,人文学科,伦理学和专业精神的本科医学教育课程中,对临床病例分析的创新方法
Jeffrey T Berger1, Dana Ribeiro Miller1, Melissa Mooney1
1Department of Medicine, Division of Palliative Medicine and Bioethics, NYU Long Island School of Medicine, Mineola, NY, USA.
概括
一个新的基于网络的工具,社会科学,人文,伦理和专业 (SHEP) 病例分析工具 (SCAT),通过在临床病例分析中将伦理与社会和系统问题的整合来增强医学教育.
科学领域:
- 医学教育 医学教育
- 生物伦理学生物伦理学
- 卫生系统分析 卫生系统分析
背景情况:
- 美国医学院的伦理教育往往缺乏与疾病的系统,社会和结构方面的整合.
- 伦理分析并不总是作为医学学生的实用临床技能被教导.
- 现有的课程可能无法充分解决诊断和治疗之外的患者护理的复杂性.
研究的目的:
- 引入一个以结果为导向的课程,社会科学,人文学科,道德和专业精神 (SHEP),以解决医疗道德教育的局限性.
- 开发和实施基于Web的概念映射工具SHEP案例分析工具 (SCAT),用于分析临床病例.
- 提高学生识别和分析影响患者护理的伦理,社会和系统问题的能力.
主要方法:
- 开发了基于Web的概念映射设备SHEP案例分析工具 (SCAT),以可视化临床病例的流动.
- 将SCAT整合到本科医学教育课程中,重点是社会科学,人文学科,伦理学和专业精神 (SHEP).
- 要求学生使用SCAT分析个人临床病例,并向教师和同事展示发现.
主要成果:
- 该SCAT工具促进了多维分析,识别了影响患者护理的伦理,社会和系统问题.
- 使用SCAT的案例分析增强知识,支持元认知,批判性思维和解决问题的技能.
- 该练习有助于抵制隐藏的课程,并通过反思性的话语支持专业身份的形成.
结论:
- SHEP病例分析工具 (SCAT) 有效地将道德,社会和系统问题整合到医疗病例分析中.
- 通过SCAT进行概念映射可以增强医学学生的批判性思维,问题解决和反思性话语.
- 这种方法通过弥合伦理理论和临床实践之间的差距来改善本科医学教育.
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