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职业身份形成的隐喻:旧的问题和新的承诺

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在医学教育中,有两种常见的隐喻阻碍了专业身份形成 (PIF). 将PIF重新定义为"功能工艺"促进了个性和多样性,超越了过时的"旅程"和"模具"概念.

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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
  • 职业社会学的社会学

背景情况:

  • 尽管文学挑战了常见的隐喻,但专业身份形成 (PIF) 的学术理解仍然存在.
  • 像"PIF是一个旅程"和"PIF涉及融入模具"这样的比喻阻碍了PIF话语的进步.
  • 这些比喻忽略了各种学习背景,并强加了合规性.

研究的目的:

  • 批评PIF在医学教育中的持久隐喻.
  • 提出一个新的比喻,PIF作为功能工艺,更好地支持多样化的专业身份.
  • 探索这种新隐喻如何与主观化保持一致,并促进灵活性.

主要方法:

  • 在医学教育中对现有的PIF文献进行概念分析.
  • 使用阿帕杜拉伊的愿望理论对"PIF是一个旅程"隐喻的批评.
  • 批评"PIF涉及融入模具"隐喻,关于一致性和个性.
  • 关于"PIF作为功能工艺"比喻的建议和理论基础.

主要成果:

  • "PIF是一个旅程"的比喻忽略了学前经历和多样化的愿望道路.
  • "PIF涉及融入模具"的比喻不公平地指责个人造成文化不和,并限制了多样性.
  • 提出了一个新的比喻,PIF AS FUNCTIONAL CRAFTING,以平衡标准化与个性化.

结论:

  • "旅程"和"模具"的隐喻对于理解医学当代专业身份的形成是不够的.
  • "PIF AS FUNCTIONAL CRAFTING"提供了一个更具包容性和适应性的框架.
  • 这种新的观点支持个性化的专业身份,尊重多样性,并鼓励灵活性.