第二阶段医学学生的同行评审反思性写作:一种混合方法研究
Abiselvi Annasekaran1, V Rajasekar1, Rajavel Murugan P2
1Department of Community Medicine, Government Thoothukudi Medical College, Thoothukudi, IND.
Cureus
|September 22, 2025
概括
同行评审反思性写作显著提高了医学学生的成绩.
科学领域:
- 医学教育 医学教育
- 反思性实践是一种反思性实践.
- 专业发展专业发展
背景情况:
- 反思性写作对于医学培训至关重要,培养自我意识和批判性思维.
- 同行评审增强了反思性实践,但也面临着时间和语言障碍等挑战.
- 这项研究评估了同行评审反射性写作对印度医学二年级学生的影响.
研究的目的:
- 评估同行评审反思性写作在医学教育中的有效性.
- 评估学生反思性写作技巧和信心的提高.
- 确定与医学培训中的同行评审相关的挑战和好处.
主要方法:
- 一种混合方法的方法涉及30名医学二年级学生.
- 培训涵盖了吉布斯的反思周期和同行评审,使用标题.
- 通过前后调查,标题评估和重点小组讨论收集的数据.
主要成果:
- 在感知值 (p < 0.001) 和信心 (p < 0.001) 中观察到显著改善.
- 反射性写作质量在清晰度,深度和遵守吉布斯循环 (p < 0.001) 中得到增强.
- 焦点小组强调了增加的深度,协作和语言和时间等持续挑战.
结论:
- 同行评审反思性写作显然改善了医学学生的批判性思维和专业成长.
- 解决反质量和语言障碍可以优化结果.
- 结构化的同行评审整合为学生准备协作临床实践.
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