从减少主义技能到有意义的学习:信任和谦卑在床边的心脏评估
James L Meisel1, Deborah D Navedo2, Isaac O Opole3
1Department of Medicine, Boston University Chobanian & Avedisian School of Medicine, Boston, MA, USA.
Advances in medical education and practice
|August 12, 2025
概括
这项研究探讨了床边心脏评估课程如何通过整合信任和专业态度来增强医学学生的学习. 研究结果强调了人类互动和谦卑在发展临床技能和专业认同方面的重要性.
科学领域:
- 医学教育 医学教育
- 基于能力的医学教育
- 职业身份的形成 职业身份的形成
背景情况:
- 信任是基于能力的医学教育 (CBME) 的基础,影响评估和课程整合.
- 信任的态度方面在CBME框架中经常被忽视,尽管它们与"可信任性"重叠.
- 这项研究调查了信任在一项新的床边心脏评估 (BCA) 课程中的作用.
研究的目的:
- 探索BCA课程如何强调专业态度,知识和技能,支持内科学生的临床学习.
- 通过旨在培养谦卑和以患者为中心的沟通的课程来理解学生的经验.
- 确定有效的学习策略和课程中需要改进的领域.
主要方法:
- 一群内科实习生参加了BCA课程.
- 课程包括课前视频,并促进了关于患者信任和观点的讨论.
- 通过课后的开放式问题来评估学生的经验,并使用内容和主题分析进行分析.
主要成果:
- 新兴主题分为"成功的学习" (有效的策略,有意义的互动) 和"改进的机会" (教学设计,学习偏好).
- 学生们肯定了态度发展,人际交互和谦卑在技能建设中的价值.
- 课程对态度方面的重点有助于职业身份形成 (PIF).
结论:
- 通过有意义的互动和态度发展,BCA课程有效地促进学习.
- 谦卑,以患者为中心,以及专业身份的形成是与对医学教育的信任相关的关键结果.
- 需要进一步的研究来探索与信任相关的结构对临床实践和患者护理的影响.
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