"试错" - - 实习生如何学习他们特定角色的工作场所技能?
Karishma Patel1, Gurpreet Dhaliwal1,2
1Department of Medicine, University of California, San Francisco, San Francisco, California, USA.
The clinical teacher
|December 9, 2025
概括
实习生通过试错,同行指导和反思来获得必要的工作场所技能,而不是通过正式指导. 增强这种学习可能涉及有针对性的反和结构化的反思,以提高技能获取.
科学领域:
- 医学教育 医学教育
- 医生培训 医生培训 医生培训
- 工作场所学习 工作场所学习
背景情况:
- 实习生必需的工作场所技能往往被教得不够好.
- 特定角色的技能,如任务管理和患者交接,并没有像核心医学知识那样得到加强.
- 了解这些技能的内部学习可以改善他们的专业发展.
研究的目的:
- 检查实习生如何获得特定角色的工作场所技能.
- 识别学习过程和影响内部技能发展的因素.
主要方法:
- 使用半结构面试进行的定性研究.
- 16名内科住院医生参加.
- 对面试成绩单的模板分析以确定主题.
主要成果:
- 实习生通过代的试错,同行/主管输入和任务结果反思来学习.
- 时间和工作量压力被认为是积极的学习影响.
- 学习是回顾性和主观的,缺乏正式的目标设定或基准.
结论:
- 实习生经常通过非结构化,代的方法获得特定角色的技能.
- 有针对性的反思,教学和主管反可以增强技能获取.
- 这些发现与现有的职场学习文献一致.
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