在胡卜和棍子之外. 探索教师加入数字健康专业教育者计划的动机
Marwa Schumann1, Martin Lehmann1, Harm Peters1
1Dieter Scheffner Center for Medical Education, Dean's Office of Study Affairs, Charité - Universitätsmedizin Berlin, Berlin, Germany.
Frontiers in medicine
|March 20, 2025
概括
卫生专业人员本质上有动力加入教师培养计划,以培养数字教学技能. 这种内在的动力,专注于自主性,能力和相关性,克服繁忙的日程安排以提高教育.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 数字健康数字健康
背景情况:
- 教师发展计划对于卫生专业教育工作者来说至关重要.
- 这些课程的教师动机受到临床需求的挑战.
- 数字健康专业教育 (d-HPE) 旨在培养数字教学技能.
研究的目的:
- 探索卫生专业人员自愿参与d-HPE计划的动机.
- 了解影响参与数字健康专业的因素教育.
主要方法:
- 定性研究分析了d-HPE参与者的21封动机信件.
- 基于自决理论 (SDT) 的编码框架:自主性,能力和相关性.
- 副主题包括内在的动机,自我指导的选择,掌握教学,数字技能发展,跨专业的合作和指导.
主要成果:
- 自主是由内在的动机和对高级资格的自我指导的选择驱动的.
- 能力需求包括掌握教学实践和发展数字技能,受COVID-19大流行影响.
- 相关性强调了教育创新的专业间合作和指导的价值.
结论:
- 教师对发展计划的动机植根于改善教学和接受数字教育的内在愿望.
- 参与密集课程与专业间网络的需求和不断变化的数字教育需求保持一致.
- 动机超越了外部奖励,强调个人成长和在数字健康教育中的专业角色履行.
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