转变职业教育在职员:以学生为导向的方法,利用隐藏的课程
Munawar Farooq1,2, Azhar T Rahma3, Zufishan Alam4
1Department of Internal Medicine, Emergency Medicine Section, College of Medicine and Health Sciences, United Arab Emirates University (UAEU), Al Ain, AE.
Perspectives on medical education
|April 14, 2025
概括
一个由学生领导的专业化培训计划有效地提高了医学学生通过案例讨论和同行评估来反思专业行为和隐藏课程的能力.
科学领域:
- 医疗教育 医学教育
- 专业精神 研究 研究 专业精神
- 医疗保健道德 医疗保健道德
背景情况:
- 正式的医学教育往往不足以培养专业精神.
- 隐藏的课程显著影响医学学生的专业精神的理解和实践.
- 在职员工培训中教授专业化的策略,解决隐藏的课程,是未经探索的.
研究的目的:
- 评估一个结构化的,学生领导的专业性培训计划,在紧急医疗职员期间实施.
- 增强医学学生关于专业性和隐藏课程的反射能力.
主要方法:
- 一个为期一年的教育干预,涉及四个紧急医疗实习组.
- 利用建设主义和变革性学习理论,包括简报会议和学生主导的案例讨论.
- 雇佣了匿名的自我和同行评估,以加强专业性的特征.
- 通过柯克帕特里克模型对学生反思和定量反进行定性主题分析.
主要成果:
- 学生们对培训计划进行了非常积极的评价.
- 观察到知识和能力的大量增加.
- 学生有效地反映了隐藏的课程,确定专业属性,社会文化背景和系统级因素的主题.
结论:
- 开发并验证了一种实用的职员职业素养培训模型.
- 定期基于案例的讨论和匿名评估有助于识别和反思隐藏课程中的专业行为.
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