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牙科学生对有关专业性的学习活动的观点. 一个超民族学综述
Christina Gummesson1, Andreas Agouropoulos2, Melanie Nasseripour3
1Faculty of Odontology, Malmö University Malmö and Faculty of Medicine, Lund University, Lund, Sweden.
Frontiers in dental medicine
|December 26, 2025
概括
这项研究探讨了牙科学生对专业教育的看法. 关键主题包括意向性和学习背景,强调需要安全环境和教育工作者角色建模,以发展专业身份.
科学领域:
- 牙科教育 牙科教育
- 专业精神 研究 研究 专业精神
- 定性研究是指质量研究.
背景情况:
- 当前关于专业主义的文献往往忽视了学生在职业身份形成中的观点.
- 了解学生的观点对于培养道德,富有同情心和文化能力的口腔健康专业人员至关重要.
研究的目的:
- 通过meta-ethnographic审查,探索牙科学生对与专业性相关的学习活动的观点.
- 从学生的角度来看,确定影响职业身份发展的关键主题.
主要方法:
- 在PRISMA指导的文献综述中,确定了关于为牙科学生 (2010-2024) 教授专业性的定性研究.
- 采用了超民族学方法,涉及深入阅读,关联和翻译一级和二级观点.
- 批判性评估使用了乔安娜·布里格斯研究所和麦吉尔大学的混合方法评估工具.
主要成果:
- 分析了来自6个国家的11项定性研究.
- 两个总体主题出现了:"故意性"和"学习上下文".
- 确定了五个子主题:自我意识的变化,力,安全的学习环境,真实性和视角的转变.
结论:
- 牙科教育工作者必须考虑学生的观点和他们作为职业认同形成模式的角色.
- 牙科教育应促进安全的学习环境,鼓励反思和交流思想,以提高专业行为.
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