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医学学生学习理解和管理不专业行为的隐藏课程:定性面试研究
Ailish Doherty1, Rachel Urwin1, Ryan D McMullan1
1Australian Institute of Health Innovation, Macquarie University, 75 Talavera Rd, Sydney, NSW 2109 Australia.
Medical science educator
|March 27, 2025
概括
医学学生经常面临不专业的行为,但很少报告它,而是依靠同行讨论来在医学教育的隐藏课程中导航这些经验.
科学领域:
- 医学教育 医学教育
- 医学中的专业精神
- 隐藏的课程研究 隐藏的课程研究
背景情况:
- 医学学生经常遇到不专业的行为,如不礼貌和欺凌.
- 这些经历会对学生的发展产生负面影响,但正式报告并不常见.
- 学生经常通过非正式手段来管理不专业的行为,并建议其他学习途径.
研究的目的:
- 调查隐藏课程在塑造医学学生对非专业行为的理解和管理中的作用.
- 探索学生在医学教育环境中如何感知和应对不专业的行为.
主要方法:
- 一项涉及澳大利亚一所医学院三年级医学生的定性研究.
- 与17名参与者进行了半结构面试.
- 专题分析被用来识别学生经验中的模式和非专业行为的管理.
主要成果:
- 所有参与者都经历或目睹了不专业的行为,很少有正式的报告.
- 关键主题包括根据严重程度合理化报告能力,犯罪者的权力作为报告障碍,报告系统的错误感,以及非正式的同行汇报的重要性.
- 学生利用同行讨论来处理经验,避免未来的事件,并了解医疗文化.
结论:
- 一个隐藏的课程显著影响了医学学生学习如何处理不专业的行为.
- 解决无处不在的宽容文化和围绕不专业行为的沉默对于医疗教育的系统变化至关重要.
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