平衡行为 - 荷兰GP专业培训中少数民族学员的应对策略 - 定性研究
N M van Moppes1, M Nasori2, A C Jorissen2
1Department of General Practice and Public Health Research Institute, Amsterdam UMC Location AMC, Meibergdreef 9, Amsterdam, 1105 AZ, the Netherlands. n.m.vanmoppes@amsterdamumc.nl.
BMC primary care
|December 12, 2025
概括
少数民族GP实习生使用应对策略来克服偏见,但这些可能会阻碍反思性学习. 对这些学员来说,平衡福祉和教育成功是关键.
科学领域:
- 医学教育 医学教育
- 研究生培训研究生培训
- 在医疗保健中的文化能力.
背景情况:
- 医学研究生课程,包括荷兰全科医生 (GP) 培训,依赖于角色模拟和同行反.
- 少数民族的学员经常面临微型攻击和排斥,危及安全的学习环境.
- 了解应对机制对于医学培训中的教育公平至关重要.
研究的目的:
- 探索少数民族GP实习生使用的应对策略.
- 调查这些策略如何影响GP专业培训中的学习过程.
- 了解学员个人背景与他们的教育环境之间的相互作用.
主要方法:
- 进行了十四个半结构化的深度访谈,与少数民族的GP学员进行了深度访谈.
- 员工为参与者多样性进行有目的的便利抽样.
- 利用专题分析来确定应对策略和学习挑战.
主要成果:
- 培训人员,尽管有动力,但遇到了偏见和偏见.
- 采用了以情感为中心 (例如,宗教支持,遵守) 和以问题为中心 (例如,同行支持,适应) 的应对策略.
- 这些策略显著影响了学员遵守所需学习流程的能力.
结论:
- 少数民族的GP学员培养应对机制,以应对具有挑战性的环境.
- 虽然策略提供了缓解,但它们可能会阻碍关键的训练组件,如连接和反思性思维.
- 实习生努力平衡教育成就与个人福祉,需要包容性的学习环境.
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