在一般实践中,老年人复杂护理的学员的学习过程
K W J Koetsenruijter1,2, P Meijs3, L A M Haenen4
1Department of Family Medicine, Maastricht University, Maastricht, the Netherlands.
Medical teacher
|January 21, 2026
概括
一般实践的实习生通过三个自我调节的学习策略来学习复杂的老年护理:创造,识别/选择和利用学习机会. 这些方法,无论是单独应用还是联合应用,都能增强老年患者的医学教育.
科学领域:
- 医学教育 医学教育
- 老年医学 老年医学
- 一般实践培训一般实践培训
背景情况:
- 越来越多的老年患者带来了复杂的健康挑战.
- 一般医生 (GPs) 需要专门的技能来有效地照顾老年人.
- 医生实习生对于复杂的老年病例需要结构化的学习方法.
研究的目的:
- 调查一般医务实习生如何自我调节他们对复杂老年护理的学习过程.
- 确定实习生用来获得老年医学技能的策略.
- 为改善老年护理的GP培训提供课程开发信息.
主要方法:
- 与10名全科医生实习生和5名最近毕业的全科医生进行了半结构化的深入采访.
- 该研究涉及来自比利时和荷兰的四所大学的参与者.
- 采用自我调节学习和长循环学习的概念进行数据分析.
主要成果:
- 医生实习生利用三个核心策略来调节他们的学习:创造学习机会,识别和选择机会,并积极使用学习经验.
- 创造涉及主动影响学习情况.
- 识别和选择需要意识和选择机会,而使用涉及实际应用和评估新技能.
结论:
- 一般医生实习生有效地学习复杂的老年护理,使用创建,识别/选择和使用学习策略的组合.
- 这些策略可以独立或相互连接地应用,以优化学习.
- 研究结果为课程开发人员和监督人员提供了有价值的见解,以加强医生在老年医学方面的培训.
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