弥合差距:在医生助理/助理计划中实施辅助教师作为补救专家
Erin E Chalmers1,2, Daniel R Malcom1,2
1Erin E. Chalmers, DMSc, MSPAS, PA-C, DFAAPA, is an associate professor and associate program director of Department of Physician Assistant Studies, Sullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky.
概括
一个专门的补救专家 (RS) 通过提供有针对性的支持来改善医生助理/助理学生的结果. 这一角色将修复负担从核心教师身上转移,提高学生在挑战性加速课程中的成功.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 医生助理/助理项目 医生助理/助理项目
背景情况:
- 加快的医生助理/助理计划面临的挑战是由于时间限制,学生的补救.
- 有限的教师时间影响了解决落后于掌握知识和技能的学生的能力.
- 一个专门的修复专家 (RS) 为专注的学生支持提供了一个潜在的解决方案.
研究的目的:
- 评估在加速医生助理/助理计划中实施专门的补救专家 (RS) 的有效性.
- 评估专业角色对学生修复和教师工作量的影响.
- 为了确定特定学科的RS是否能提高学生的学习成果.
主要方法:
- 修复专家 (RS) 审查学生的评估,以失败的成绩.
- 该RS开发和提供及时的审查会议,基于识别的共同弱点领域.
- 需要补救的学生完成选定的作业,课程对所有教学学生开放.
主要成果:
- 实施RS导致了积极的项目成果和针对学生的正措施.
- 学生在课程缺陷的特定领域接受了再教育.
- 核心教师的时间负担减少,允许更专注的教学.
结论:
- 专门的补救专家是卫生专业教育的组成部分,经常提高通过率和临床技能.
- 该计划的RS,一名经过培训的医生助理/助理,提供了宝贵的学科特定支持.
- 这种模式有效地解决了学生在苛刻的学术环境中的补救需求.
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