森林和树木:理论化医学教育的文化可持续教学
Hannah L Kakara Anderson1, Justin L Bullock2
1Department of Pediatrics, University of Pennsylvania Perelman School of Medicine, Maastricht University, School of Health Professions Education, United States; The Children's Hospital of Philadelphia Education Collaboratory, United States.
医学教育往往从社会中提取未来的医生. 这项研究使用文化上可持续的教学和讲故事来挑战这种提取模式,并为医生培训提出非提取替代方案.
科学领域:
- 医学教育 医学教育
- 卫生社会学 卫生社会学
- 在文化上维持教学的教学.
背景情况:
- 医学教育的目标是培养医生在医疗保健中的社会领导力.
- 医学教育的隐含假设包括从社会中"提取"个人进行专业培训.
- 这种"提取"模式引发了关于医生与他们所服务的社区之间的关系的问题.
研究的目的:
- 在医学教育中质疑"提取"范式.
- 应用文化可持续教学 (CSP) 作为分析的框架.
- 探索和提出医疗教育的替代性,非提取性模式.
主要方法:
- 利用故事循环方法,整合个人和基于文学的叙事.
- 采用了定性方法来阐明和挑战现有的教育结构.
- 应用了文化可持续教学的镜头来分析叙事.
主要成果:
- 医学教育中的"提取"前提得到了阐明和批判性审查.
- 个人和文学叙述证明了开采实践的影响.
- 概念化了医疗教育的替代性,非提取性的可能性.
结论:
- 文化可持续教学为重新思考医学教育提供了一个有价值的框架.
- 超越抽取模式可以促进医生培训的更加公平和社区综合的方法.
- 这部作品阐述了专门针对医学教育的文化可持续教学的愿景.
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