一个混合方法研究在本科医学学生的专业身份形成的过程
Anne E Bremer1, Sascha W J Scharenborg2, Cornelia R M G Fluit2
1Research on Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, The Netherlands. anne.bremer@radboudumc.nl.
BMC medical education
|April 17, 2025
概括
医学院的学生 医学院的学生
科学领域:
- 医学教育 医学教育
- 职业身份的形成 职业身份的形成
- 临床技能发展 临床技能发展
背景情况:
- 研究医学学生在临床轮换期间的专业身份形成 (PIF) 的发展.
- 使用可委托专业活动 (EPA) 框架,检查自我感知PIF和实际发展之间的关系.
- 强调形成性反对职业成长的重要性.
研究的目的:
- 为了提高医学学生对PIF轨迹的理解.
- 分析自我感知PIF与实际业绩之间的相关性.
- 在EPA框架内评估反的有效性.
主要方法:
- 对2095名医学学生进行了扩展的专业自我身份调查问卷 (PSIQ).
- 分析了240名学生的在线投资组合反,包括评估和监事评分.
- 采用SPSS和内容分析来探索自我感知PIF与绩效之间的关系.
主要成果:
- 扩展的PSIQ展示了单维结构和提高可靠性.
- 在医疗计划中,PSIQ分数在医疗计划中显著增加.
- 在自我感知PIF和实际结果之间没有发现显著的绩效差异,但自信影响了反质量.
结论:
- 扩展的PSIQ是基于EPA的课程中研究PIF的可靠工具.
- 自信力对学生收到的反的质量和数量产生了积极的影响.
- 面向过程的叙事反对于支持医学学生的PIF至关重要.
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