为培养学习者的专业身份形成建立一个药房教师发展框架
Natalie Kennie-Kaulbach1, Janet Cooley2, Heidi Anksorus3
1College of Pharmacy, Faculty of Health, Dalhousie University, Halifax Nova Scotia, Canada.
American journal of pharmaceutical education
|September 6, 2025
概括
这项研究制定了一个培训教师的框架,通过体验式教育 (EE) 提高他们的技能,以支持学习者的专业身份 (PIF). 该框架优先考虑教师反思和有效指导学习者发展.
科学领域:
- 经验教育
- 医疗保健专业发展
- 学习者职业身份的形成
背景情况:
- 对于有效的体验教育来说, 学习器的发展至关重要.
- 支持学习者专业身份 (PIF) 是医疗保健培训的不断发展的需求.
- 现有的框架往往侧重于能力而不是PIF.
研究的目的:
- 探讨专家对教师发展优先事项的看法,以支持学习者PIF.
- 创建一个新的教师培养计划框架.
- 为未来的体验式教育培训提供信息.
主要方法:
- 虚拟聚焦小组与体验教育和教师发展专家.
- 修改名义组技术 (NGT) 以优先考虑开发需求.
- 对成绩单的内容分析以确定关键主题和见解.
主要成果:
- 20名专家参与,提供了五个关键项目见解.
- 确定了教师学习的优先内容领域,包括自我反思和以PIF为重点的教学.
- 开发了一个包含内容和程序设计元素的框架,以支持学习者PIF.
结论:
- 这项研究为专注于PIF的感应器开发提供了新的框架.
- 这一框架使教师能够更好地培养学习者的专业身份.
- 它通过将PIF支持纳入体验式教育来增强现有模式.
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