思考为什么:关于学生对儿科团队学习讨论的观点的定性研究
Nikki Mitchell1, Marghalara Rashid1, Jessica L Foulds1
1Department of Paediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada.
基于团队的学习 (TBL) 通过培养同行协作和信任来增强医学学生的临床推理. 这种社会学习方法影响了专业身份和临床决策技能.
科学领域:
- 医学教育 医学教育
- 临床推理 临床推理
- 定性研究是指质量研究.
背景情况:
- 临床推理对于有效的医疗实践至关重要.
- 以关键特征问题为基础的团队学习 (TBL) 为练习临床推理提供了一个平台.
- 了解学生的经验可以优化未来患者护理的学习策略.
研究的目的:
- 探索医学三年级学生与虚拟TBL的经验,专注于临床推理.
- 通过同行互动来识别影响临床推理技能发展的因素.
主要方法:
- 描述性定性设计利用六个重点小组与26名三年级医学学生.
- 音频录音的字面转录和编码数据的主题分析.
- 严格的定性方法确保可信度,可转移性,可确认性和反射性.
主要成果:
- 五个主要主题出现了:自信 (包括同行校准),共同学习 (识别差距,达成共识),信任 (权威动态),明确的临床推理策略 (整合反) 和临床应用 (决策).
- 学生的信心和推理能力受到同行互动和信任的影响.
- 临床经验或缺乏临床经验在很大程度上影响了学生对临床推理的看法.
结论:
- 在TBL内部的同行学习对学生的专业身份形成产生了重大影响.
- 信任和社会学习是开发临床推理技能的关键组成部分.
- 需要进一步的研究,以了解TBL学习对真实临床实践的转化.
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