转换椅子,开放思想:重新设计医疗实习的反
Laura Spinnewijn1, Esmee N de Jong1, Anne M van Altena1
1Department of Obstetrics and Gynaecology, Radboud University Medical Center, Nijmegen, the Netherlands.
The clinical teacher
|November 18, 2025
概括
反和反对话 (FFC) 为荷兰的医学学生和教师创造了心理安全的空间,分享经验并促进相互成长. 这种方法增强了临床培训,并促进了持续学习的文化.
科学领域:
- 医学教育 医学教育
- 医疗保健专业发展
背景情况:
- 临床职工对于医学学生来说至关重要,但往往没有最佳的学习环境.
- 层次结构和反阻力阻碍了开放的沟通和学生的关注.
- 通过在安全环境中促进双向反来解决这些问题,开发了反和反对话 (FFC).
研究的目的:
- 为荷兰的医学学生在临床实习期间实施和评估一种新的反模型.
- 培养一个心理安全的环境,为学生和教师之间的公开对话.
- 改善临床轮换中的教育价值和关系动态.
主要方法:
- FFC涉及三个阶段的过程:学生与教师的分享,单独的反思和结构化的解决方案对话.
- 会议在2022年每季度举行一次,小组在非正式的场外环境中举行.
- 用焦点小组收集反来完善FFC流程.
主要成果:
- 改进的重点是围绕护理,协作和个人经验进行讨论的结构化.
- FFCs成功地促进了心理安全,增强了教育价值,并促进了有意义的关系.
- 教师报告说,情绪化的反特别有影响力.
结论:
- 真正的学生教师对话和相互反对于专业成长和系统改进至关重要.
- FFC工具有潜力增强临床学习环境,培养持续学习.
- 建议进行进一步的研究,以探索FFC对临床培训和医疗保健质量的更广泛适用性和长期影响.
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