在早期临床沉浸期间,学生的经验和学习方法在早期临床沉浸期间的变化
Naomi Staples1, James Collett1,2, Matti Gild1,3
1Education Office, Sydney Medical School, Faculty of Medicine and Health, University of Sydney, Sydney, Australia.
The clinical teacher
|July 18, 2025
概括
早期临床沉浸有助于医学生在医院学习. 自主调节的学习和支持的环境增强了他们的教育经验,而障碍可能会阻碍它.
科学领域:
- 医学教育 医学教育
- 经验式学习是体验式学习.
- 医疗保健 职业 教育 教育 专业
背景情况:
- 准备实习生毕业生需要有效的临床学习环境.
- 早期临床沉浸提供体验式学习,但其教育价值需要进一步探索.
- 了解学生的经验和沉浸期间的学习方法至关重要.
研究的目的:
- 探索初学者医学学生在早期临床沉浸期间的经验和学习方法.
- 识别在沉浸式临床体验中增强或阻碍学习的因素.
- 了解自我调节学习在优化临床教育中的作用.
主要方法:
- 医学二年级学生参加了为期8周的临床学习计划.
- 焦点小组在2021年进行,以收集学生体验的定性数据.
- 数据分析采用了基于自我调节学习理论的理论知情,主观主义的诱导方法.
主要成果:
- 在沉浸过程中,学生的经验和学习方法各不相同,显示出不同程度的自我调节学习.
- 有效的学习与目标设定,战略意识,自我反思和适应能力有关.
- 积极的学习因素包括与护士的病房任务;负面因素包括不参与的监督员和团队.
结论:
- 早期临床沉浸式学习的质量受到学生自我调节的学习能力的影响.
- 系统因素,包括监督员的参与和团队支持,充当关键的障碍或促进者.
- 通过与监督者制定目标等策略来增强自我调节的学习,可以优化临床学习.
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