重新利用解剖实验室:医生培养和人类繁荣的发展模式
Jessica Kranzlein1, Berkeley Sharpe1, Morgan Robinson1
1Edward Via College of Osteopathic Medicine Auburn Campus, Auburn, Alabama, USA.
Anatomical sciences education
|July 27, 2025
概括
医学解剖实验室可能会导致倦怠. 医学教育中的发展变革模型 (DCM-FME) 重构了学习环境,以促进学生的福祉和专业身份,而不改变课程.
科学领域:
- 医学教育 医学教育
- 发展心理学 发展心理学
- 系统思维 系统思维
背景情况:
- 解剖实验室对于医学培训至关重要,但可能导致学生的倦怠和人文发展的减少.
- 在解剖实验室中,传统的关注学术成绩可能会对学习者的福祉产生负面影响.
研究的目的:
- 将发育评估适应为增强医学教育的模式.
- 引入发展变革模型以促进医学教育的繁荣 (DCM-FME) 作为一种以繁荣为中心的方法.
- 将解剖实验室重塑为一个促进整体成长的发育空间.
主要方法:
- 将迈克尔·昆恩·帕顿的发展评估改编为DCM-FME.
- 实施了四个阶段的方法:利益相关者参与,重塑结构,促进繁荣和持续评估.
- 纳入利益相关者的投入,以修改出席率,实习生角色和学习社区.
主要成果:
- 重新想象出出席率作为反射性登记,并重组了辅导的实习生角色.
- 培养协作学习社区,强调代理,关系和专业身份.
- 使用Thrive评估进行持续评估和代改进.
结论:
- DCM-FME成功地将解剖实验室重新定义为一个发展环境,促进整体增长和解决倦怠问题.
- 这个模型提供了一个可扩展和适应的过程,用于整合在医学教育中以繁荣为中心的方法.
- DCM-FME支持发展富有同情心和有能力的医生.
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