在神经病学临床实习中实施结构化反思的课程模型
Nitesh Mohan1, Mackaleigh Levine Ba2,3, Chen Yan1,2
1Cleveland Clinic Lerner College of Medicine, Cleveland Clinic, Cleveland, OH, USA.
Journal of medical education and curricular development
|September 11, 2025
概括
医学学生在临床培训期间经常反思诸如偏见和健康不平等等社会问题. 结构化的写作练习提高了他们对公平护理和专业成长的理解.
科学领域:
- 医学教育 医学教育
- 定性研究是一种定性研究.
- 卫生社会学 卫生社会学
背景情况:
- 医学学生在临床轮换期间遇到社会,伦理和系统性挑战.
- 这些经历往往缺乏正式的反思机会.
- 结构化的反思性写作可以培养批判性思维,同情心和专业身份.
研究的目的:
- 分析医学学生在神经病学工作期间对护理的社会方面反思的内容和深度.
- 评估强制性反思性写作作业的教育影响.
主要方法:
- 对46个医学三年级学生的反射日志进行了回顾性定性分析.
- 记录集中在偏见,健康的社会决定因素,医疗保健不平等,系统挑战和质量改进上.
- 分析包括主题,情绪调,专业发展见解和教师反.
主要成果:
- 大多数日志 (77.3%) 涉及偏见 (性别,种族);学生还注意到沟通障碍和健康不平等.
- 关键的情绪基调包括丧 (69.6%) 和同情 (21.7%).
- 反思经常显示专业身份发展 (55%) 和道德推理 (47.5%);教师的回复是支持性的.
结论:
- 医学学生积极反思临床环境中遇到的复杂社会问题.
- 结构化反思提供了对公平护理不断变化的看法的见解,并促进了专业成长.
- 将反思性写作纳入课程可以提高学生解决偏见和不平等问题的能力.
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