临床医生-教师在课堂上的跨界行为. 一个观察研究研究
Hiske Joanna Brouwer1, Elco Buurma2, Esther de Groot1
1Department of General Practice & Nursing Science, Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands.
Perspectives on medical education
|August 8, 2025
概括
临床医师-教师在课堂上将临床实践和医学教育联系起来. 这项研究观察到跨界行为,如整合临床经验和使学生的经验正常化,以提高教学效果.
科学领域:
- 医学教育 医学教育
- 社会科学 社会科学 社会科学
背景情况:
- 临床医生教师将临床实践和教育相结合,显著影响学生的学习.
- 关于临床医生教师的研究主要集中在临床环境中,并没有充分探索基于课堂的角色.
研究的目的:
- 检查临床医生-教师在课堂环境中的跨界行为.
- 应用边界工作理论来理解临床实践和医学教育的整合.
主要方法:
- 在研究生全科医生培训中对课堂教学的定性观察研究.
- 使用结构化的观测计划分析视频录像和成绩单.
- 将跨越边界的行为分类为桥梁,制作和维护 (口头和非口头).
主要成果:
- 临床医师-教师通过分享临床经验和鼓励理论应用来展示跨越边界的桥梁.
- 通过强调临床和教育信息之间的差异,观察到边界的形成.
- 边界维护涉及允许暂时的差异用于教学目的.
结论:
- 临床医师-教师通过可观察到的跨界行为,积极将临床经验纳入课堂教学.
- 结果为教师发展提供了洞察力,以促进有效的跨界教学实践.
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