"教授外科沟通的"艺术":哪些新的教师培养方法可以弥合知识与实践之间的差距?"
Henrique Luis do Carmo E Sá1, Maria Emília Farias1
1Graduate Program in Medical Sciences, School of Medicine, Universidade de Fortaleza, Fortaleza, Ceara, Brazil.
Journal of surgical education
|December 3, 2025
概括
外科院在沟通技巧方面面临着"知识差距",这阻碍了有效的患者护理. 经验教师的发展,包括故意实践和叙事医学,对于改善外科沟通和培养富有同情心的治疗者至关重要.
科学领域:
- 医疗教育 医学教育
- 手术沟通手术沟通
- 教师发展学院发展学院
背景情况:
- 教导外科医生沟通,包括同情和不确定性,是一项挑战.
- 沟通理论与它在外科手术中的实际应用之间仍然存在差距.
- "隐藏的课程"和临床压力导致教师沟通技能的"知识差距".
研究的目的:
- 解决教师之间手术沟通中的"知识差距".
- 为教师发展提出变革性的,经验式的战略.
- 通过改进的教师建模,增强外科学员的沟通技巧.
主要方法:
- 专注于体验式学习,而不是教学指导.
- 使用模拟场景和反射反来实施故意实践.
- 利用叙事医学进行结构化反思性实践.
- 使用现场同行观察和指导技能转移.
主要成果:
- 拟议的战略旨在提高教师的自我意识,同情心和视角.
- 现场辅导促进了沟通技能的直接转移到临床实践中.
- 提高教师的沟通技巧有望提高患者的护理和培训.
结论:
- 缩小"知识差距"需要创新的教师发展.
- 经验式学习是掌握细微沟通技能的关键.
- 投资于教师发展培养富有同情心的外科医生,并改善患者的治疗结果.
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