隐喻在医学教育中的力量:在复杂的对话中培养共同的理解
Aaron Johnston1,2,3, Sandra Andrawis4, Grace Perez1
1Distributed Learning and Rural Initiatives, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.
隐喻通过改善复杂主题的沟通来增强医学教育. 教师可以用比喻来教导临床推理,困难的对话和专业身份,在需要时采用SAFE策略.
科学领域:
- 医疗教育 医学教育
- 认知心理学 认知心理学
- 语言学的语言学.
背景情况:
- 在医学教育中,有效的沟通具有挑战性,特别是在复杂或敏感的话题上.
- 现有的反框架往往忽视了像隐喻这样的语言工具的潜力.
- 隐喻越来越被认为是深化理解的概念工具,而不仅仅是语言天赋.
研究的目的:
- 探索隐喻作为医学教育中的教学工具的应用.
- 确定临床培训中可以有效利用隐喻的关键领域.
- 为应对潜在的挑战,并提供指导,在不同的教育环境中使用隐喻.
主要方法:
- 概念审查整合认知心理学,叙事医学和成人学习理论.
- 插图图片展示了临床培训中的实际应用.
- 分析隐喻在教学临床推理,困难对话和专业身份形成中的作用.
主要成果:
- 隐喻可以显著提高临床推理,困难对话和专业身份形成的教学.
- 确定的挑战包括性别编码的隐喻和对跨文化和神经多样性沟通的考虑.
- 引入了SAFE (放慢速度,承认和道歉,跟进,解释) 策略,用于管理隐喻错误.
结论:
- 隐喻是培养医学教育中共同理解的宝贵工具.
- 认真和故意使用隐喻可以改善复杂领域的教学.
- 意识到潜在的陷和SAFE战略对于有效实施隐喻至关重要.
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