"打破隐藏的课程"是一个现实的和创新的视角,以培养专业行为
Shaista Salman Guraya1, Grainne P Kearney2, Frank Doyle3
1Institute of Learning, Mohammad Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates.
Frontiers in medicine
|December 19, 2024
概括
隐藏的课程 (HC) 对医学学生的专业行为 (PBs) 有负面影响. 本研究介绍了教育研究伙伴关系 (PROPER) 中的专业主义,以应对这一挑战并培养积极的PB.
科学领域:
- 医学教育 医学教育
- 专业精神 研究 研究 专业精神
- 行为心理学 行为心理学
背景情况:
- 正式的课程定义了医学生所需的专业行为 (PBs).
- 隐藏的课程 (HC) 通常与正规教育相矛盾,对学生的PBs产生负面影响.
- 这种冲突阻碍了未来医疗保健专业人员的专业身份形成.
研究的目的:
- 探索教育策略,以改变医学学生的专业行为 (PBs).
- 调查影响采用有效的PB教育策略的决定因素.
- 解决了解如何在HC的影响下灌输PBs的关键差距.
主要方法:
- 介绍了基于设计的,对专业教育的创新视角.
- 使用多元化的理论模型进行干预设计.
- 在两个不同的欧洲医学院中将这种方法置于背景中.
主要成果:
- 强调需要针对学生价值观和信仰的教育干预措施.
- 提出了教育研究伙伴关系中的专业主义 (PROPER) 框架.
- 证明了PROPER方法的非教区性质和可转移性.
结论:
- 需要有效的策略来抵消隐藏课程 (HC) 的负面影响.
- 该PROPER框架提供了一种新的,基于理论的方法来培养专业行为 (PBs).
- PROPER模型可以适应各种不同的医学教育环境.
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