学习者层面的心理因素影响 医学教育中的反接收
Lynnea M Mills1, Pooja Lalchandani1, Olle Ten Cate2
1Department of Medicine, University of California, San Francisco, USA.
Medical science educator
|January 20, 2026
概括
医学学习者的反导向和情绪影响反回忆. 了解这些心理因素可以改善如何给予和接收反,增强医学教育.
科学领域:
- 医学教育 医学教育
- 心理学科学 心理学科学
背景情况:
- 对影响医学学习者对反的接受度的心理因素的理解有限.
- 假设反导向和情绪会影响反回忆和应用.
研究的目的:
- 研究医学学习者反导向 (FO),反过程中的情绪和反回忆之间的关系.
- 确定影响医疗学员有效利用反能力的心理因素.
主要方法:
- 一项反模拟研究与三年级和四年级医学学生进行.
- 模拟前的反方向 (FO) 测量,模拟中的情绪测量和模拟后的回忆评估被使用.
主要成果:
- 与以前的研究相比,医学学生的FO分数更高.
- 在反过程中的情绪主要是积极的和激活的.
- 强化点的召回率为0.77,建设性反点的召回率为1.0.
- 积极的情绪价值与回忆有轻微的负相关性.
结论:
- 反导向和情绪是复杂的,相互关联的因素,影响医学学习者的反保留.
- 需要进一步的研究来探索这些心理结构及其对反有效性的影响.
- 改进的心理测量工具是必要的,以评估医学学习者对反的反应.
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