知道我知道你在医院安置中的指导
Monika Kvernenes1, Hilde Grimstad2, Edvin Schei3
1Centre for Medical Education & Department of Clinical Medicine, Faculty of Medicine, University of Bergen, Bergen, Norway.
The clinical teacher
|October 21, 2025
概括
共同指导计划中的初级医生报告说,学生的学习得到了改善,指导角色得到了消除. 这项培训增强了近同行支持和心理安全,使导师和学生都受益.
科学领域:
- 医学教育 医学教育
- 专业发展专业发展
- 导师计划 导师计划
背景情况:
- 初级医生往往缺乏正式的培训来监督学生.
- 目前的指导知识主要是基于经验的.
- 为了解决这一差距,开发了一项共同指导计划.
研究的目的:
- 评估一项针对初级医生的共同指导计划.
- 探索初级医生的过渡到一个定义的,关系导师角色.
- 评估培训对学生学习和行动能力的影响.
主要方法:
- 通过采访,电子邮件提示和焦点小组收集的定性数据.
- 13名初级医生参加了四个培训队伍.
- 用专题分析来分析数据.
主要成果:
- 导师认为这对学生的学习有显著的积极影响.
- 专注于关系和归属,促进了信任.
- 导师的存在被揭开了神秘,集体责任也出现了.
结论:
- 干预改变了导师的态度,强调了合作的好处.
- 在没有增加时间承诺的情况下,指导合作被证明是有益的.
- 组织结构和进一步培训的动机需要注意.
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