学者在健康公平:一个结构化医生教师发展计划的程序
Jeffrey Ring1, Daisy Torres2, Rosio Ramos3
1Family Medicine, Keck School of Medicine of University of Southern California, Los Angeles, CA, USA.
Journal of general internal medicine
|December 20, 2024
概括
这个教师发展计划增强了医疗教育工作者在健康公平和成人学习理论方面的技能. 参与者报告了显著的专业成长和赋权,突出了该计划的跨学科方法.
科学领域:
- 医疗教育 医学教育
- 健康 公平 研究 健康 公平 研究
- 教师发展学院发展学院
背景情况:
- 在医疗课程中整合健康公平的结构化教师发展计划很少.
- 解决健康差异需要为教育工作者提供专业知识和技能.
研究的目的:
- 概述基于成人学习原则的跨学科教师发展计划.
- 评估该计划对参与者的专业发展和成长的影响.
主要方法:
- 一个为期一年的,每月,为6个卫生系统的21名教职员工提供2小时的会议计划.
- 课程涵盖了健康公平,隐含偏见,健康的社会决定因素和社区合作.
- 雇佣成年人学习策略:反思,小组讨论,逻辑模型和封顶项目.
主要成果:
- 参与者对所有项目组成部分的评价都很高 (利克特比例中位数为4-5).
- 焦点小组揭示了显著的个人赋权和专业成长.
- 确定了未来计划增强和扩展的领域.
结论:
- 该计划的跨学科性质促进了合作,减少了教师的孤立.
- 加强教师技能,将健康公平纳入医学教育.
- 授权参与者在更广泛的健康和社区健康框架的社会决定因素中看待他们的工作.
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