什么驱使临床医生在照顾病人时进行教学?
概括
临床医生教育者本质上是通过自主,掌握和目的来激励教学,在患者护理中发现教学是非常有益的. 认识这些动机是成功临床教育的关键.
科学领域:
- 医学教育 医学教育
- 心理学在医学中的应用
- 临床医生发展
背景情况:
- 医学教育研究往往侧重于课程和学习者成果.
- 临床医生教育工作者从事教学工作的好处和动机尚未得到充分研究.
- 了解教师的观点对于有效的医学教育至关重要.
研究的目的:
- 探索内在的心理动机驱使临床医生教育者教学.
- 分析临床实践中的教学如何增强临床医生教育者的自主性,掌握和目标感.
- 为临床医生教育者强调教学的互惠益处.
主要方法:
- 使用丹尼尔·平克的内在动机框架 (自主,掌握,目的) 的概念分析.
- 讨论在真实的临床环境中教学如何促进这些动机领域.
- 对现有文献的审查和对相关研究的评论.
主要成果:
- 临床医生-教育工作者是由通过教学来满足根深蒂固的心理需求所驱动的.
- 在患者护理中的教学增强了教育工作者的自主性,掌握和目的.
- 教学行为为临床医生提供了重要的内在奖励.
结论:
- 像自主,掌握和目的这样的内在动机是临床医生教育者对教学的热情的核心.
- 解决障碍和认识到这些动机可以促进临床医生教育和临床教育的增长.
- 教学为教育工作者提供了实质性的,往往未被认可的好处,提高了他们的专业成就.
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