2024年学者研究研讨会摘要:ARPID-I:医学学生专业身份发展的初步发现
1University of South Dakota Sanford School of Medicine.
概括
这项研究开发了专业身份发展评估表 (ARPID) 来衡量医学学生的专业身份. 调查结果显示,信心和能力与培训年相对正相关,并观察到宁-克鲁格效应.
科学领域:
- 医学教育 医学教育
- 专业身份发展 专业身份发展
背景情况:
- 专业身份在医疗保健教育中至关重要,但定义不佳.
- 评估专业身份发展 (PID) 对教育工作者提出了挑战.
- 该项目旨在重新定义专业身份,并为医学学生创建评估工具.
研究的目的:
- 在医疗保健教育中重新定义专业身份.
- 开发一系列用于评估医学学生PID的仪器.
- 评估评估标签的专业身份发展 (ARPID) 工具.
主要方法:
- 开发和部署了20项ARPID调查,评估知识,技能,态度和专业行为.
- 收集了来自美国中西部医学院的74名医学学生的回复 (26%的回复率).
- 分析数据使用描述性统计和斯皮尔曼的rho相关性来评估自我评估和知识相关性.
主要成果:
- 平均信心,知识和能力与医学院的多年积极相关.
- 观察到关于知识和信心水平的宁-克鲁格效应.
- 在一年级和四年级学生中发现信心和能力之间的正相关性;在二年级和三年级学生中没有相关性.
结论:
- 该ARPID工具有助于测量和监测医学学生的专业身份发展.
- 这种工具可以通过优化课程和学生支持来加强医疗保健教育和培训.
- 监测PID对于改善医学教育成果至关重要.
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