能否R2C2反和辅导模型增强反素养行为:一项定性研究探索学习者-教练反对话
Subha Ramani1,2, Heather Armson3, Tessa Hanmore4
1Harvard Medical School, MGH Institute for Health Professions Education, Boston, Massachusetts, US.
Perspectives on medical education
|January 20, 2025
概括
反素养 (FBL) 技能通过R2C2模型得到增强,该模型指导临床反对话. 优化所有R2C2阶段,特别是行动计划的共同创作,是提高学习者FBL的关键.
科学领域:
- 医学教育 医学教育
- 医疗保健专业发展
背景情况:
- 反素养 (FBL) 对学习者至关重要,涉及到欣赏反,做出判断,管理影响和采取行动.
- 临床教师需要指导来培养学习者中的FBL.
- R2C2反和指导模型为反对话提供了一个结构化的方法.
研究的目的:
- 为了确定R2C2对话是否运行FBL行为.
- 在R2C2反会议中识别影响FBL的因素.
主要方法:
- 来自15个学习者 - 接受者二位数的定性数据的二次分析.
- 对R2C2指导反对话和汇报采访的框架分析.
- 将数据映射到FBL行为,并探索影响因素.
主要成果:
- 在R2C2对话中观察到大多数FBL行为,特别是欣赏反和做出判断.
- 影响管理的证据较少,学习者普遍接受反.
- 在行动计划的共同创作中存在变化,一些学习者有不完整的计划或没有计划.
- 学习者与教师的关系,学习者参与和个人特征影响了FBL.
结论:
- 有效的R2C2模型使用可以增强FBL行为.
- 优化所有R2C2阶段,特别是共同创建行动计划,对于最大限度地提高FBL发展至关重要.
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