学习-教学纽带:医学学生参与同行辅助学习的动机
Matthew Arnold1,2, Andrea Dillon1, Christian Mingorance1
1The University of Adelaide, Adelaide, South Australia, Australia.
The clinical teacher
|June 10, 2025
概括
最后一年的医学学生从事同行辅助学习 (PAL) 由于先前的经验,帮助他人的愿望和专业成长. 他们认为教学是成为医生不可或缺的组成部分,强调学习-教学联系.
科学领域:
- 医学教育 医学教育
- 学生学习 学习 学生学习
- 专业发展专业发展
背景情况:
- 同行辅助学习 (PAL) 是一种教学方法.
- 医学学生参与教学角色的动机尚未完全理解.
- 教学经验对未来医学职业的相关性需要探索.
研究的目的:
- 确定激励医学生最后一年作为导师参加同行辅助学习 (PAL) 的因素.
- 探索学生对教学与未来医疗事业相关性的看法.
- 制定一个概念框架,在医学教育中整合学习和教学.
主要方法:
- 探索性定性研究. 探索性定性研究.
- 半结构面试与九个医学最后一年的学生.
- 对转录的采访进行主题分析.
主要成果:
- 对PAL的动机包括先前的积极经验,促进他人的学习和个人专业发展.
- 学生认为教学对医生的角色至关重要.
- 人们表达了对医疗教育职业路径更多信息的愿望.
- 开发了一个学习-教学联系的概念框架.
结论:
- 学生参与PAL是由对自己和他人感知的好处驱动的.
- 教学被认为是医生的专业身份的关键组成部分.
- 学习-教学联系框架可以帮助医学生整合学习者和教师发展机会.
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