在基于工作的评估中,应对不适的困境
Walter Eppich1, Margaret Bearman2
1Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Australia.
Medical teacher
|December 11, 2025
概括
基于工作的评估 (WBA) 的不适可以是富有成效的或非富有成效的. 了解主管和实习生如何影响这种体验是有效的临床教育和变革性学习的关键.
科学领域:
- 医学教育 医学教育
- 专业发展专业发展
- 定性研究是指质量研究.
背景情况:
- 基于工作的评估 (WBA) 对于卫生专业人员的培训至关重要.
- 在WBA中不适的作用经常被忽视.
- 现有的WBA概念可能无法完全捕捉非正式的评估时刻.
研究的目的:
- 在WBA中探索不适的双重性质 (生产性/非生产性).
- 检查监督员和实习生在WBA期间对不适的贡献.
- 扩大WBA的概念化,并强调自我评估的作用.
主要方法:
- 概念性论文整合了多项定性研究的发现.
- 文献审查以将发现置于背景.
- 包括来自卫生专业学员的直接引用.
主要成果:
- 在WBA中的不适可以成为学习的催化剂或障碍.
- 实习生和主管的互动显著塑造了不适的体验.
- 非正式的评估和自我评估是WBA内部变革性学习的组成部分.
结论:
- 临床教育工作者可以利用对不适的理解来增强WBA.
- 重新思考WBA,包括非正式的时刻和自我评估,促进了更深层次的学习.
- 赋予学员发言权对于富有成效的WBA话语至关重要.
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