专业机构在监督全科医生之前,他们的监督者培训模块:一个叙事定位分析分析
Katri Salokangas1,2,3,4,5, Sanna Vehviläinen1,2,3,4,5, Nina Tusa1,2,3,4,5
1Mrs. Lic.Med. Katri Salokangas: Doctoral researcher, Institute of Public Health and Clinical Nutrition, University of Eastern Finland, Kuopio, Finland.
The Journal of continuing education in the health professions
|February 5, 2025
概括
一般医生在培训前的监督中描述了各种各样的专业机构. 了解这些差异,从大师学徒到对话式的风格,可以改善监督者发展计划.
科学领域:
- 医学教育 医学教育
- 专业发展专业发展
- 一般实践培训一般实践培训
背景情况:
- 工作场所监督对于培训员技能发展至关重要.
- 基于能力的医学教育需要独特的临床和教学监督技能.
- 了解监管能力的发展是有限的.
研究的目的:
- 在培训前的监督中探索全科医生的专业机构.
- 将专业代理定义为个人对专业活动的能力和承诺.
主要方法:
- 参与者在监督员培训模块之前提交了自我描述.
- 用叙述定位分析来检查描述的专业代理.
主要成果:
- 确定了三种类型的专业代理:大师-学徒,与同事关系的临床技能和以过程为导向的对话式监督.
- 监督主要集中在临床技能上,希望有效,但也表达了不确定性.
结论:
- 多样化的监督机构和教学技能为定制培训带来了挑战.
- 差异为同行学习和加强监督员培训发展提供了机会.
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