医学学生如何定义促进健康的学习环境?
Rachel Joffe1, Veronica Oczkowski1, Diana Le1
1University of Alberta, Alberta, Canada.
Canadian medical education journal
|August 7, 2025
概括
医学学生面临着重大的心理健康挑战. 创造促进健康的学习环境 (HPLEs) 需要系统性变化,重点关注尊重,基本需求和领导力,以促进医疗教育中的福祉.
科学领域:
- 医学教育 医学教育
- 学生福利 学生福利
- 促进健康 促进健康
背景情况:
- 与普通人群相比,加拿大医学学生报告自杀念头,压力和情绪/焦虑障碍的比率更高.
- 一种全面的学习者福祉方法,以促进健康的学习环境 (HPLEs) 为中心,并以奥卡纳根宪章为指导,仍在发展.
- 了解学习者,教师和工作人员对HPLE组件的看法对于推进医学教育至关重要.
研究的目的:
- 从医学学生的角度定义促进健康的学习环境 (HPLEs).
- 确定在医学教育中开发和培养HPLEs的感知障碍和促进者.
主要方法:
- 使用虚拟半结构面试进行了一项探索性定性研究.
- 专题分析应用于面试成绩单,并进行持续的代分析.
- 最终的主题通过共识确定.
主要成果:
- 关于HPLE组件,出现了四个总体主题:尊重,透明度和开放的沟通是基本的.
- 开发HPLEs需要多方策略,包括满足基本需求和授权促进健康的选择.
- 幸福文化是由领导力驱动的,学习者参与的安全空间对于繁荣至关重要.
结论:
- 这项研究阐明了医学学生对促进健康的学习环境和促进健康的因素的看法.
- 调查结果可以为系统性倡议提供信息,将福祉纳入加拿大医学教育.
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