居民作为跨专业教育内部和外部的学习促进者:在研究生儿科培训中的教师发展计划
Philipp A Müller1, Christine Straub1,2, Andrea Heinzmann1
1Department of General Pediatrics, Adolescent Medicine and Neonatology, Medical Centre, Faculty of Medicine, University of Freiburg, Freiburg, Germany.
一个居民作为教师课程改善了儿科居民的自我评估教学能力. 这个教师发展计划增强了学生在专业间 (IPE) 和非IPE环境中的学习经验.
科学领域:
- 医学教育 医学教育
- 儿科 儿科 儿科
- 教师发展学院发展学院
背景情况:
- 卫生专业教育在专业间教育 (IPE) 中面临着挑战.
- 居民经常指导学生,但缺乏对核心教学能力的正式培训.
- 一家儿科医院开发了一门课程来解决这个缺口.
研究的目的:
- 评估"作为教师的居民"课程的可行性和影响.
- 改善居民在IPE和非IPE环境中的教学技能.
- 提高医学学生临床学习环境的质量.
主要方法:
- 实施了为期4周的混合学习计划"如何教授儿科".
- 该课程基于医学教师的核心能力 (KLM).
- 参与者自行评估课前/课后的教学能力,使用FKM_L问卷.
主要成果:
- 22名居民完成了前后评估.
- 参与者报告了教学,社会沟通,角色模拟和反思能力的显著提高.
- 该课程被评为"非常好",学习收益很高.
结论:
- 将教师发展融入居民培训是可行的.
- 该课程导致了核心教学能力的自我评估改进.
- 这种计划可以标准化和提高医学教育的质量.
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