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在外科实践中探索工作场所的学习:心态和动机如何与自我调节的学习行为有关

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概括

具有增长心态的外科医生使用更多的自我调节学习 (SRL). 外科医生的固定心态与较低的自主动机有关,减少了预先考虑阶段的SRL使用.

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科学领域:

  • 医学教育 医学教育
  • 进行外科手术培训.
  • 心理学在医学中的应用

背景情况:

  • 医疗保健专业人员的工作场所学习依赖于自我调节学习 (SRL).
  • 在高风险的手术环境中,SRL,包括预先考虑,表现和反思,对于减少安全事故至关重要.
  • 外科医生的心态 (增长与固定),动机和SRL参与之间的相互作用需要进一步调查.

研究的目的:

  • 检查外科医生的思维方式与他们的自我调节学习 (SRL) 过程之间的关联.
  • 确定动机是否调解了外科医生的思维方式和SRL之间的关系.

主要方法:

  • 来自荷兰外科协会的170名外科医生接受了基于网络的调查.
  • 经过验证的仪器测量了成长/固定心态,自主/受控动机以及SRL的三个阶段 (预想,表现,反思).
  • 使用路径分析来分析数据.

主要成果:

  • 一种成长的心态与所有三个SRL阶段正相关:预想 (β = 0.30),表现 (β = 0.22) 和反思 (β = 0.18).
  • 固定的思维方式间接地与通过较低的自主动机来减少预见SRL (β = -0.03) 相关.
  • 固定心态的外科医生报告说,自主动机较少,导致SRL的预见较少.

结论:

  • 增长心态与外科医生在所有阶段的自我调节学习增加有关.
  • 在外科医生中支持成长心态可以增强自主动机和自我调节的学习.
  • 培养成长心态对于在外科实践中不断提高绩效至关重要.