在医学教育中整合固定规范和关系响应能力:重新定义自主权
Junji Haruta1,2, Junichiro Miyachi3,4, Koki Kato4,5
1Medical Education Center, Keio University School of Medicine, Tokyo, Japan.
Medical teacher
|July 20, 2025
概括
这项研究重新概念化了医学教育中的自主性,提出了专业身份形成中固定规范和关系响应能力的混合模型. 这种方法在医疗保健培训中增强了文化敏感性和弹性.
科学领域:
- 医学教育 医学教育
- 职业身份的形成 职业身份的形成
- 文化心理学 文化心理学
背景情况:
- 医学教育中传统的自主观点强调基于固定的规范的独立性.
- 职业身份形成 (PIF) 越来越被认为受到关系动态的影响.
- 现有的框架可能无法完全捕捉到关于自我和自主性的多元文化观点.
研究的目的:
- 重新构想医疗教育中的自主性,重点关注专业身份形成 (PIF).
- 将文化理解,特别是来自亚洲背景的文化理解融入到自治的概念中.
- 提出一种混合的自治模式,既包含固定的规范,也包含关系式的响应能力.
主要方法:
- 概念分析和现有关于自治和PIF的文献的综合.
- 借鉴亚洲文化对自我和责任的看法.
- 开发一个混合自主模型的初步框架.
主要成果:
- 自主性被提出为在相互责任范围内颁布的完整性,超越单纯的独立性.
- "固定的规范"和"关系响应"都被确定为PIF的重要组成部分.
- 建议采用混合模式,以平衡适应性和与内部标准的连接性,防止身份扩散.
结论:
- 自主性的重新概念化,混合模型为PIF提供了更具包容性和文化敏感性的方法.
- 将关系反应能力与固定的规范相结合,可以提高医疗专业人员的适应能力和弹性.
- 这种对自主性的微妙看法对于应对现代医学教育和实践的复杂性至关重要.
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