定义一个支持性的教学气候,在住院培训的临床监督人员
概括
临床监督员需要社会凝聚力,资源和支持,以达到最佳的教学角色. 通过"教学气候"框架来解决这些需求,可以提高居民的指导和培训质量.
科学领域:
- 医学教育研究 医学教育研究
- 质量健康研究 质量健康研究
背景情况:
- 了解临床监督员的需求对于有效的研究生医学教育至关重要.
- 教学气候的理论构造为这种理解提供了一个新的镜头.
研究的目的:
- 探索和定义临床监督员在教学角色中表现出色的要求.
- 在研究生医学教育中运行教学气候构造.
主要方法:
- 采用了一个构造主义的解释性现象学方法.
- 与荷兰的项目主管和临床监督员进行了个别采访和焦点小组讨论.
- 数据使用代和轴向编码进行分析.
主要成果:
- 关于临床监督员的需求,出现了六个关键主题:社会凝聚力,个人资源,居民对话,教学团队力量,行政支持和工作与生活平衡.
- 社会凝聚力被确定为一个核心元素,调解其他确定的需求.
- 项目主管有特定的资源需求,与监督员不同.
结论:
- 临床监督员需要一个支持性的工作环境,其特点是社会凝聚力和组织认可.
- 所有利益相关者的集体努力对于高质量的居民培训至关重要.
- 教学气候结构可以指导临床监督人员制定有针对性的支持策略.
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