医疗教育工作者如何识别,解码,并对那些似乎从事印象管理的学员采取行动?
Enrico C Zucconi1, Stefan Gysin2, Eric P Heymann3,4
1Department of Emergency Medicine, Ticino Cantonal Hospital, Lugano, Switzerland.
Medical teacher
|July 25, 2025
概括
实习生经常管理印象,以给临床教师留下深刻印象. 教师发现解读这些线索是复杂的,反应根据受训者的感知动机和背景而有所不同.
科学领域:
- 医学教育 医学教育
- 定性研究是一种定性研究.
- 医学中的社会心理学.
背景情况:
- 实习生通常从事印象管理,以给临床教师留下深刻印象.
- 印象管理可能是有益的,但可能导致误解或错过的学习机会.
研究的目的:
- 探索教师在识别,解释和利用学员印象管理的线索方面的观点.
- 了解临床教育中印象管理的复杂性和细微差别.
主要方法:
- 定性研究涉及采访15名来自瑞士不同专业和地区的教育工作者.
- 采访成绩单的专题分析,使用接地理论原则和多个审稿人的比较.
主要成果:
- 教师认为,当风险很高时,学员会"行动",但解读这些行为是复杂和不确定的.
- 背景和受训者的感知动机显著影响教师对印象管理的解释和反应.
- 反应范围从积极 (看到改善的努力) 到消极 (感知自我服务行为).
结论:
- 实习生应注意印象管理策略,专注于真正努力提高医生能力.
- 需要教师指导来导航印象管理,培养有效的教育联盟.
- 了解教师的观点对于优化实习生-教师动态至关重要.
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