"教学的科学":理解解剖学演示者的教学内容知识知识
Benjamin J Fox1,2, Michelle D Lazarus2,3, Georgina C Stephens2
1Queen Elizabeth University Hospital, Glasgow, UK.
Anatomical sciences education
|February 5, 2026
概括
解剖学演示者在教学中隐含使用教学内容知识 (PCK),尽管他们可能不知道这个术语. 发展他们的PCK可以增强学生的学习和教学支持.
科学领域:
- 医学教育 医学教育
- 解剖学教学 教学 解剖学教学
- 教学内容知识知识知识知识
背景情况:
- 解剖学演示者是职业生涯早期的教育者,对解剖学学习至关重要.
- 他们对教学内容知识 (PCK) 的理解和应用并未得到充分理解.
- PCK将学科专业知识与有效的教学策略相结合.
研究的目的:
- 探索解剖学演示者对PCK的理解.
- 确定影响PCK发育的因素.
- 为提高PCK在解剖学教育中的策略提供信息.
主要方法:
- 澳大利亚一所医学院的11名现任和前任解剖学演示者进行的定性研究.
- 通过半结构化小组和个人访谈 (n=7) 收集的数据.
- 使用PCK组件作为框架的反思性主题分析.
主要成果:
- 演示者对PCK的明确熟悉程度有限,但在实践中展示了隐含的PCK元素.
- 内容,学生和背景的知识影响了他们的教学方法.
- PCK发展的关键因素包括经验,同行合作,反思,反和时间.
结论:
- 解剖学演示者使用PCK组件隐含尽管有限的正式培训.
- 有机会增强演示者PCK,以改善学习者支持.
- 监管人员应促进专业发展,反思性实践,并将PCK纳入绩效标准.
相关概念视频
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