在一般医生培训中探索排斥的反射性作用:一般医生教育者的定性研究
Frances Wedgwood1, Simon Bailey2, Nagina Khan3
1NHS England, 60 Caversham Road, United Kingdom f.wedgwood@nhs.net.
BJGP open
|August 22, 2025
概括
主要护理教育工作者正在探索反射性来理解和解决排斥问题, 这项研究强调了组织反思和创造性学习工具的必要性,
科学领域:
- 医学教育研究
- 质量健康研究
- 主要护理培训
背景情况:
- 在初级保健教育中,反射性缺乏研究,教育工作者没有正式的培训.
- 有证据表明,反射性可以提高患者的安全性和医疗培训的包容性.
研究的目的:
- 检查一般医师培训中的反射性应用.
- 探索反射性如何解决医学教育中的排斥.
主要方法:
- 伦敦和英格兰东南部的14名医生教育工作者的观点进行了定性分析.
- 专注小组和半结构面试进行了主题分析.
- 探索教师和学习者的自我反思能力和教师的反思能力.
主要成果:
- 三个关键主题出现了:反射性的价值,通过反射性揭示不公平,以及标志性反射与创造性反射性之间的区别.
- 医生教育者认识到反射性对学习者的潜在影响,尽管对这个概念不熟悉.
- 反映实践揭示了多样性,包容性和排斥性的问题,
结论:
- 医生教育者有兴趣使用反射性来改善学习者体验和解决排斥问题.
- 缺乏组织反射性被认为是包容和平等成就的障碍.
- 建议包括促进多元化领导力,超越象征性反思,开发更具创造性,反思性的学习工具.
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