一个社区参与的学习模式,以扩大学生的同情心和理解与物质使用相关的复杂性
Kameron Iturralde1,2, Michelle Arnot3
1University of Toronto Temerty Faculty of Medicine, Pharmacology and Toxicology, Toronto, Ontario, Canada.
Canadian journal of physiology and pharmacology
|December 20, 2025
概括
社区参与式学习 (CEL) 通过将学生与现实世界的经验联系起来,打击物质使用障碍 (SUD) 中的耻辱. 这种方法促进了未来专业人士的同情护理和对SUD的细微理解.
科学领域:
- 药理学和医学教育 药理学和医学教育
- 公共卫生和社会科学
背景情况:
- 即使在医疗保健专业人员中,围绕物质使用障碍 (SUD) 的耻辱也很普遍.
- 迫切需要教育策略来促进同情护理,并解决药物使用的复杂性.
研究的目的:
- 探索社区参与式学习 (CEL) 如何促进对SUD护理,研究和政策的同情心和基于证据的方法.
- 推进关于准备未来药理学家以更大的同情和细微的意识来解决SUDs的对话.
主要方法:
- 社区参与式学习 (CEL) 教学是一种基于证据的方法.
- 通过社区驱动的合作项目,CEL将课堂学习与现实世界的应用联系起来.
- 结构化的反思和传统的评估补充了实际经验.
主要成果:
- CEL促进了科学知识与社会理解的整合.
- 学生对受SUD影响的个人和社区面临的挑战有细微的认识.
- 这种教学准备学生在医疗保健,学术界,药物发现和公共卫生领域的职业生涯.
结论:
- CEL是一个有价值的教学工具,用于培养在物质使用障碍领域的同情和知情专业人士.
- 这种方法可以为更富同情心的SUD护理,研究和政策做出贡献.
- CEL为下一代药理学家提供了必要的技能,以有效地解决SUDs.
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