同行的力量:基于设计的研究,以刺激同行辅助学习,以加强工作场所的临床推理学习过程
Larissa I A Ruczynski1, Bas J J W Schouwenberg2,3, Cornelia R M G Fluit1
1Research on Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, Netherlands.
Medical education
|February 14, 2025
概括
设计一个支持性的工作场所可以提高医学学生的同行辅助学习 (PAL). 这种方法通过促进学生和监督者之间的合作和共同责任来提高临床推理技能.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 协作式学习是一种协作式学习.
背景情况:
- 同行辅助学习 (PAL) 在本科医学教育中是有价值的,但在临床职员期间未得到充分利用.
- 学生从PAL显著受益于发展临床推理技能.
- 需要设计教育环境,在临床培训期间积极促进PAL.
研究的目的:
- 研究如何设计一个促进同行辅助学习 (PAL) 的工作场所.
- 通过改善PAL集成,增强学生的临床推理学习实践.
- 制定设计原则并评估试点干预措施,以促进临床环境中的PAL.
主要方法:
- 采用基于设计的研究 (DBR) 方法,在14个月内 (2022年9月 - 2023年10月) 进行代开发.
- 与利益相关者举行了四次工作会议 (WC),讨论和完善设计原则.
- 根据衍生设计原则,开发和评估了一项为期2个月的试点干预,称为"配对咨询".
主要成果:
- 101名参与者参与了这项研究,为开发促进PAL的设计原则做出了贡献.
- 主要讨论主题包括心理安全,监督者角色和培养协作文化.
- 试点干预是成功的,学生通过同行观察报告了增强的临床推理,监督者对PAL表现出更大的热情.
结论:
- 成功的PAL干预需要学生之间分享学习的责任.
- 监事在促进向协作学习环境过渡方面发挥着至关重要的作用.
- 在实践社区中建立一个学习者社区对于加强协作学习至关重要.
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