给学习者带来坏消息:SPIKES临床模型的翻译效果如何?
Lynnea M Mills1, Olle Ten Cate2, Christy Boscardin1
1University of California, San Francisco, US.
Perspectives on medical education
|December 30, 2024
概括
教师可以使用SPIKES模型,这是一个向患者传递坏消息的框架,以改善与健康专业学习者关于学业表现的困难对话. 这种方法提高了学习者补救和教育成果.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 学术纠正学术纠正
背景情况:
- 教师面临的挑战是与学习者讨论评估表现不佳的问题.
- 缺乏信心和技能可能会阻碍学术修复中的有效沟通.
- 临床医生教育人员有经验向患者传递困难的消息.
研究的目的:
- 探索SPIKES模型对教育反的适应性.
- 为教育工作者提供一个框架,为学习者提供具有挑战性的学术新闻.
- 为了提高学习者补救对话的有效性.
主要方法:
- 关于教育补救和临床"打破坏消息"模型的文献综述.
- 分析SPIKES模型组件 (设置,感知,邀请,知识,情感,总结/战略).
- 考虑将临床沟通策略转化为教育的证据.
主要成果:
- 斯派克斯模型提供了一个结构化的方法,适用于教育环境.
- 临床环境中的类比可以在困难的对话中指导教育工作者.
- 该SPIKES框架可以改善学术反的结构和交付.
结论:
- 该SPIKES模型为教育工作者提供了一个有价值的框架,提供难以理解的学术新闻.
- 调整SPIKES模型可以提高教育工作者的信心和学习者的成果.
- 这种方法可以提高学术修复和学习者发展的成功.
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