基于工作场所的教师发展模式:对定性研究的元综合综述
Rahila Yasmeen1, Muhamad Saiful Bahri Yusoff2
1Rahila Yasmeen, MHPE First Affiliation: Dean Riphah Academy of Research and Education, Riphah International University, Islamabad, Pakistan. 2nd Affiliation: School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia.
Pakistan journal of medical sciences
|September 22, 2025
概括
这项研究使用元合成开发了一种基于工作场所的教师发展 (WBFD) 模型. 该模型整合了同行指导,反思和机构支持,以加强医学教育中的教学技能转移.
科学领域:
- 医学教育 医学教育
- 教师发展学院发展学院
- 定性研究综合 定性研究综合
背景情况:
- 有效的教师发展对于提高医学教育教学技能至关重要.
- 将学到的技能转移到临床工作场所仍然是一个挑战.
- 现有的模型可能无法完全解决工作场所学习的复杂性.
研究的目的:
- 开发一个基于工作场所的教师发展 (WBFD) 的综合模型.
- 确定关键的框架组件,以加强教学技能在工作场所的转移.
- 综合医学教育中的定性研究的发现.
主要方法:
- 使用元民族学方法进行了一次元合成.
- 在PubMed,Medline,PsycINFO,SCOPUS和谷歌学者搜索了定性研究 (2000-2024年).
- 用专题综合来确定WBFD模型的核心主题.
主要成果:
- 十项定性研究符合纳入标准.
- 七个核心主题出现了:同行辅导,通过观察/做/反思学习,基于工作场所的学习,认知学徒模式,机构支持,反和反思以及评估.
- 由机构资源支持的同行辅导和认知学徒模式是技能转移的关键.
结论:
- 开发的WBFD模型整合了教学技能可持续学习转移的基本组成部分.
- 该模型强调了同行指导,反思性实践,认知学徒和机构支持之间的协同作用.
- 建议进行进一步的实验研究,以验证该模型在教师发展中的有效性.
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