新手如何成为专家? 程序教育教师的工具性案例研究
概括
专家程序教育者通过试错和精确的沟通来培养教学技能. 这项研究探讨了他们在医疗培训中的从新手到专家教练的过渡.
科学领域:
- 医学教育 医学教育
- 程序培训 程序培训 程序培训
- 教师发展学院发展学院
背景情况:
- 传统的医学培训涉及入侵性手术的住院医生-教师模式.
- 现有的课程往往忽视了从程序学习者到教师的过渡.
- 有限的文献探讨了程序教育者专业知识的发展.
研究的目的:
- 探索专家程序教育工作者如何从新手教育工作者过渡到专家.
- 了解教师在程序教育中的旅程.
- 关于有效的程序性教学发展的假设.
主要方法:
- 使用半结构面试的建设主义方法.
- 探索医院程序服务学院教师的个人叙述,UCSF.
- 对9名教师的经验进行了深入分析 (2023年7月-10月).
主要成果:
- 出现了四个主题:培养教学技能,教育工作者成长工具,教育工作者的基本行为以及共同的挑战.
- 试错是开发程序教学的主要方法.
- 精确的沟通对于管理学习者的认知负载和情绪方面至关重要.
结论:
- 在程序式教学中,精确的沟通对教育工作者和学习者来说都至关重要.
- 清晰的指令和反是程序学习过程中必不可少的组成部分.
- 有效的沟通策略提高了复杂的程序教育的导航.
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