公平监督的SMART框架:来自BIPOC遗传咨询学生纵向研究的见解
Julia Platt1,2, Nikkola Carmichael3
1Department of Cardiology, Stanford Center for Inherited Cardiovascular Disease, Stanford Health Care, Stanford, California, USA.
Journal of genetic counseling
|January 19, 2026
概括
监督人员可以通过解决关系和结构因素来增强黑人,土著和有色人种 (BIPOC) 遗传咨询学生的心理安全. 实施个性化的SMART目标促进了公平的学习环境,并改善了临床技能发展.
科学领域:
- 遗传咨询教育,遗传咨询教育
- 监管模型 监管模型
- 卫生公平性健康公平性
背景情况:
- 监管的相互参与模式 (REM-S) 强调了监管关系中强有力的联盟和沟通的重要性.
- 监督中的等级动态可能会引起焦虑,特别是对于边缘化的学生.
- 黑人,土著和有色人种 (BIPOC) 学生可能会因为他们的身份而受到权力差异的影响.
研究的目的:
- 调查BIPOC遗传咨询学生的临床轮换经验.
- 识别影响这些体验的关系和结构因素.
- 提出监督干预措施,以加强心理安全和学生的学习.
主要方法:
- 对25名BIPOC遗传咨询学生进行了半结构化采访.
- 使用了纵向结构主义研究框架.
- 采用反射的主题分析来确定关键主题.
主要成果:
- 关系因素:监事的支持和思维方式 (成长与判断).
- 结构因素:轮流组织,学生的独立性和反特征 (风格,内容,时间).
- 权力动态需要特定的考虑,超越了患者-辅导员并行.
结论:
- 将心理安全原则与REM-S相结合,可以促进人与人之间的风险承担,这对于技能获取至关重要.
- 共同创建个性化的SMART目标的框架可以改善学习,创造更公平的监督体验.
- 拟议的干预措施旨在增强BIPOC遗传咨询学生的学习环境.
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