监督人员如何利用压力来促进临床环境中的学员学习:一个六要素模型
Jimmy Beck1, Kimberly O'Hara2,3, Marieke van der Schaaf4
1Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington, USA.
监督人员可以使用适度的压力来增强临床环境中的学员学习. 他们仔细引入和调整压力因素,以创造个性化的体验,准备学员练习而不压倒他们.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 临床监督 临床监督
背景情况:
- 适度的压力可以增强动机,记忆和认知处理,从而有助于学习.
- 监督者在临床环境中压力如何影响学员学习方面发挥着关键作用.
- 监督者用来利用学习压力的具体策略尚不清楚.
研究的目的:
- 探索临床环境中的监督人员如何利用压力来增强学员的学习.
- 确定监督人员用于管理压力的特定方法,以获得最佳的学习成果.
主要方法:
- 使用了一个构造主义的基于理论的方法.
- 与23名监督者 (高级住院医生和主治医生) 进行了半结构化访谈,这些监督者被儿科住院医生认为有效地利用压力.
- 采访数据的代分析使用了恒定比较技术.
主要成果:
- 监督者认为压力是一种动态的,个性化的因素,可以促进学习和准备实践.
- 监督者在具有挑战性的患者护理情况下积极引入和调节压力因素.
- 开发了一个六要素模型:设置阶段,评估基线压力,引入/调节压力因素,重新评估和汇报.
结论:
- 监督人员可以有效地利用压力来增强住院临床环境中的学习.
- 需要采取主动和谨慎的方法,以确保压力支持,而不是阻碍学习.
- 通过管理压力因素,创造个性化的学习体验,为学员的独立实践做好准备.
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