探索医学学生的专业身份的各个方面,通过他们的反思表达
Shirly Avargil1, Abir Saleh2, Nogah C Kerem3,4
1Faculty of Education in Science and Technology, Technion Israel Institute of Technology, Technion City, Haifa, 3200003, Israel. savargil@technion.ac.il.
医学学生通过临床轮换来发展专业身份,反射性是关键. 系统地培养这些方面可以提高医生培训.
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
- 医生培训 医生培训 医生培训
背景情况:
- 专业身份形成 (PIF) 对于医学学生过渡到医生至关重要.
- 在不同医疗培训阶段的PIF方面存在有限的研究.
研究的目的:
- 在临床轮换期间确定PIF方面.
- 标志着支持PIF发展的反思表达.
主要方法:
- 在三年内对五名医学学生进行描述性的案例研究.
- 来自反思性期刊和半结构面试的数据.
- 针对PIF类别和反思的定向内容分析.
主要成果:
- 确定了七个PIF类别:反射性,同行关系,自我概念,沟通,专业选择,同理心和挑战.
- 反射性是最突出的,包括情绪,临床经验和层次感知.
- 反思性写作证明了随着时间的推移越来越多的解释和批判能力.
结论:
- 通过学生的反思,通过临床轮换突出了PIF的具体方面.
- 建议在整个医学教育和职业生涯中系统地培养PIF.
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