医学本科生如何在记录与真实患者的咨询时使用视频反系统的注释选项; 定性文档分析分析;
Ellemieke Maria Cornelia Rasenberg1, Guus Maria Brand2, Bernardus Petrus Thoonen Ellemieke3
1Department of Primary and Community Care, Radboud University Medical Center, Postbus 9101, Nijmegen, 6500 HB, The Netherlands. Ellemieke.Rasenberg@Radboudumc.nl.
BMC medical education
|May 31, 2025
概括
医学学生使用视频反系统 (VFS) 在职工期间对沟通技能的异步反. 他们应用学习反原则,经常缓和批评,表明需要安全的学习环境.
科学领域:
- 医学教育 医学教育
- 临床技能培训 临床技能培训
背景情况:
- 职务观察对临床监督人员来说是一个挑战.
- 视频反系统 (VFS) 允许对患者咨询进行异步反.
- VFS允许时间线链接注释和共享自选反.
研究的目的:
- 探索医学学生在初始职务期间如何在VFS中使用注释功能.
- 在VFS背景下了解学生的自我评估和同行反实践.
主要方法:
- 对23名医学学生的注释进行了定性文档分析.
- 主题分析作为一种诱导策略,用于识别模式.
主要成果:
- 13名学生分享了视频,10名学生没有.
- 关键主题包括内容,标签片段和对注释的响应.
- 学生表现出自我批评,使用缓解语言,并提供精心表达的反与替代品.
结论:
- 学生应用学到的反原则,经常温和批评,表明需要安全的学习环境.
- VFS促进了对沟通技能的异步反,增强了教练的观察和同行反机会.
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