在哪些场景中,教师和学生在学生虐待方面同意,不同意或保持中立?
Alejandra Colón-López1, Anne Zinski1
1Department of Medical Education, University of Alabama at Birmingham Heersink School of Medicine, 600W9 VH 16670 University Blvd, Birmingham, AL 35233 USA.
Medical science educator
|May 12, 2025
概括
医学学生和教师在培训期间对虐待的看法有很大的不同. 了解这些差异对于制定有效的政策和干预措施至关重要,以确保为所有人提供积极的学习环境.
科学领域:
- 医学教育 医学教育
- 医学中的专业精神
- 医疗保健专业培训 医疗保健专业培训
背景情况:
- 学生虐待是医学教育中的一个重要问题,近一半的毕业生报告了这样的经历.
- 现有的研究表明,关于学员虐待行为的不同意见,可能会影响报告和政策制定.
- 很少有研究使用特定的互动场景直接比较学生和教师对虐待的看法.
研究的目的:
- 调查和比较医学学生及其教师对学习者虐待的看法.
- 识别特定类型的行为,这些行为被学生和教师视为虐待.
- 分析这两个群体在虐待情景上的共识和分歧程度.
主要方法:
- 在一个MD授予机构对141名医学学生和203名教师进行了一项调查.
- 参与者在5分级别上评价了他们的同意,即17个书面片段是否描绘了学习者虐待.
- 用描述性统计和双变体测试来比较学生和教师的反应.
主要成果:
- 学生和教师对虐待的看法在17个小组中的12个小组中趋同.
- 学生更有可能将被用错误的名字称呼或公开尬视为虐待.
- 监护人更有可能将基于职业选择的爱好或拒绝机会的条款视为虐待. 接受者也更频繁地报告了中性反应.
结论:
- 医学学生和教师之间对学习者虐待的看法是不一致的.
- 差异凸显了对虐待的理解和处理方面的潜在差距,包括不同的中立反应率.
- 需要进一步的研究来建立共同的定义和针对学生和教师的有针对性的干预措施,以打击虐待.
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