临床教师的同情行为:与角色建模和性别特定差异的关联
Rosa Bogerd1,2,3, Milou E W M Silkens4, Benjamin Boerebach5
1Professional Performance and Compassionate Care Research Group, Department of Medical Psychology, Amsterdam UMC, the Netherlands.
Perspectives on medical education
|March 31, 2025
概括
教师的同情心对于培养未来的医生至关重要. 虽然慈悲的行为对两性角色建模都有积极的影响,但男性教师在表现出同情心时,感知到的榜样地位会得到更大的提升.
科学领域:
- 医学教育 医学教育
- 医学中的专业精神
- 医疗保健领导力 医疗保健领导力
背景情况:
- 对于医生来说,同情是一种至关重要的技能,它是通过教师角色建模学到的.
- 了解教师性别,同情行为和角色模拟之间的相互作用对于有效的医学培训至关重要.
- 目前对这些关系的见解需要进一步阐明.
研究的目的:
- 调查教师的同情行为,性别和他们认为的榜样地位 (人,老师,医生) 之间的关联.
- 为了确定慈悲行为对角色模拟的影响是否在男性和女性教师之间有所不同.
主要方法:
- 跨部门调查分析了12416名住院医生对22家荷兰医院的2399名教师的评估.
- 预测变量包括观察到的同情行为,教师的性别和它们的相互作用.
- 结果变量是感知状态作为一个人,教师和医生榜样,评估在7点的利克尔特等级.
主要成果:
- 女性教师表现出比男性教师的同情行为略高的得分.
- 观察到的富有同情心的行为与所有类别中作为榜样的积极看法有显著的关联.
- 与女性教师相比,男性教师在富有同情心的行为和榜样地位之间显示出明显更大的积极关联.
结论:
- 教师的富有同情心的行为与他们在医学教育中的榜样有效性有着积极的联系.
- 虽然男性和女性教师都受益于表现出同情心,但对男性教师的影响更为明显.
- 这些发现强调了性别对医疗保健机构教师角色模型的感知有细微影响.
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