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关于教育理论在临床教育工作者的专业发展中的地位
1Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Victoria, Australia.
新的临床教育者培训可能更有效,当教育理论被引入后期,首先关注实践经验. 这种"理论后"的方法与教师培训中成功的模式保持一致.
科学领域:
- 医学教育 医学教育
- 专业发展专业发展
- 临床教学的教学.
背景情况:
- 临床教育工作者培训存在各种方法,并对教育理论的作用进行辩论.
- 以前的研究质疑了教育理论在一般实践 (GP) 培训中的必要性.
- 教师培训文献强调了"理论优先"模式的局限性.
研究的目的:
- 探索教育理论在临床教育工作者专业发展中的最佳整合.
- 在基础临床教育课程中提出"理论优先"方法的替代方案.
主要方法:
- 对教育理论在教师培训中的应用进行审查.
- 分析现有的临床教育工作者专业发展模式.
- 发展一个"理论后"方法的概念框架.
主要成果:
- 在教师培训中",理论优先"的方法在实践中影响有限.
- "现实的教师教育"强调实践经验和新兴需求.
- 对于临床教育工作者而言",理论后"模型引入了基于对教学挑战感知相关性的理论.
结论:
- 一个"理论后"的方法,从实践经验开始,可以增强临床教育者的发展.
- 辅导员需要技能来弥合实践和理论.
- 对于经验丰富的临床教育工作者来说,教育理论可以在以后的专业发展阶段得到有效的整合.
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