转型期间的转型:基于模拟的教育中的意向性,用于专业身份发展
Joanne Kerins1, Susan G Somerville, Victoria R Tallentire
1From the NHS Greater Glasgow and Clyde (J.K.), Glasgow, UK; University of Dundee (J.K., S.G.S.), Dundee, UK; Scottish Centre for Simulation and Clinical Human Factors (J.K., V.R.T.), Larbert, UK; NHS Education for Scotland (V.R.T.), Edinburgh, UK; and NHS Lothian (V.R.T.), Edinburgh, UK.
概括
基于模拟的教育有助于专业身份的发展,特别是在职业转型期间. 探索像临界性和叙事反思这样的概念可以增强学习者的理解,并在这些关键时期为学习者提供支持.
科学领域:
- 医学教育 医学教育
- 专业发展专业发展
- 医疗保健模拟器 医疗保健模拟器
背景情况:
- 基于模拟的教育 (SBE) 越来越多地被认为是其在职业身份发展中的作用.
- 现有的理论框架,如变革性学习理论,为理解这一过程提供了基础.
- 然而,在SBE的背景下,像临界性,身份工作和叙事反思等概念的探索较少.
研究的目的:
- 讨论SBE职业身份发展的理论基础.
- 探索模拟汇报在支持身份转型中的作用.
- 引入诸如临界性,身份工作和叙事反思等概念,以获得更细致的理解.
主要方法:
- 这是一个理论评论,而不是经验研究.
- 它综合了关于变革性学习理论和专业身份的现有文献.
- 它建议将liminality和叙事反思等概念整合到SBE.
主要成果:
- 变革性学习理论为了解SBE的专业身份发展提供了基础.
- 极限性,身份工作和叙事反思为SBE期间的身份过渡提供了更深入的见解.
- 这些概念可以提高模拟汇报的有效性.
结论:
- 基于模拟的教育,特别是通过汇报,可以显著支持专业身份的发展.
- 整合了临界性,身份工作和叙事反思的概念,提供了一个更全面的理论框架.
- 本评论提供了教育干预策略和该领域的未来研究.
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