建模终身学习:通过大师自适应学习者镜头探索临床教师的技能发展
H Barrett Fromme1, Victoria Mitre2, Reena Karani3
1Department of Pediatrics, University of Chicago Pritzker School of Medicine, Chicago, IL, United States.
概括
主任临床教师故意使用大师自适应学习者 (MAL) 框架来发展他们的技能. 这个过程涉及到计划,学习,评估和调整基于反和反思的教学方法.
科学领域:
- 医学教育 医学教育
- 教师发展学院发展学院
- 专业学习专业学习
背景情况:
- 临床教师需要现代学习者的不断发展的技能.
- 临床医生教育者里程碑缺乏对技能发展的指导.
- 大师适应学习者 (MAL) 框架对教学技能的应用是未知的.
研究的目的:
- 探索大师临床教师如何发展他们的技能.
- 确定推动临床教学变革的因素.
- 检查MAL框架对教师发展的应用.
主要方法:
- 多站点,定性,采访为基础的研究.
- 主任临床教师使用共同创建的定义进行选择.
- 对2024年2月至6月收集的采访数据进行主题分析.
主要成果:
- 出现在四个主题:故意改进,变革的驱动力 (反,反思,谦卑),启用机制 (教师发展,角色建模) 和以学习者为中心的方法进化.
- 确定了一种对教师发展的主体适应性方法.
- 这种方法涉及到规划,学习,评估和适应.
结论:
- 主任临床教师积极而有意地培养反映MAL框架的技能.
- 机构应促进教师的发展,并解决临床教师的专业发展障碍.
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