隐藏课程在医学教育中的积极影响:一个范围审查
Rhoda Meyer1, Elize Archer1, Liezl Smit2
1Faculty of Medicine and Health Sciences, Department of Health Professions Education, University of Stellenbosch, Tygerberg, Parow, South Africa.
这篇评论强调了隐藏课程在医学教育中的积极影响. 利用角色建模和支持性环境等因素可以增强学生的学习和专业身份发展.
科学领域:
- 医学教育 医学教育
- 医学中的社会科学.
背景情况:
- 医学教育中隐藏的课程经常因其负面影响而受到关注.
- 然而,它对学生学习和专业发展的积极贡献却得到了较少的探索.
研究的目的:
- 探索隐藏课程对医学学生学习的积极影响.
- 为医疗教学和学习中利用隐藏课程提供建议.
主要方法:
- 根据Arksey和O'Malley的六个阶段框架进行了范围审查.
- 分析确定了有助于积极隐藏课程的关键主题.
主要成果:
- 出现了四个主要主题:积极的角色建模,支持性的团队环境,积极的机构文化和导航模两可.
- 这些主题在很大程度上影响了医学学生的隐性学习和专业身份形成.
结论:
- 隐藏的课程对医学教育具有显著的积极潜力.
- 承认和利用它的积极方面可以增强学生的反思,学习和专业身份发展.
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