在健康专业教育中共同创造:三角化观点和过程,以获得更深入的见解
Raghdah Al-Bualy1,2, Shireen Suliman3,4, Chloé A de Mortier2,5,6
1Graduate Medical Education, Oman Medical Specialty Board, Muscat, Oman.
GMS journal for medical education
|February 9, 2026
概括
在健康职业教育 (HPE) 中的共同创造通过让学生和专业人员参与计划设计来增强学习. 使用具有多种视角的三角化方法,优化了教育举措,以获得更好的结果.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 教育创新教育创新
- 协作式学习是一种协作式学习.
背景情况:
- 卫生专业教育 (HPE) 需要创新的模式来与不断变化的医疗保健保持一致.
- 共创正在成为提高教育实践和成果的关键策略.
- 学习者参与和与医疗保健现实保持一致对于有效的HPE至关重要.
研究的目的:
- 突出卫生专业教育中共同创造的重要性.
- 强调在共同创作倡议中整合多样化的视角.
- 探索促进者,挑战和机会,以优化HPE的共同创造.
主要方法:
- 评论讨论了HPE联合创造的原则.
- 它强调使用三角化方法,结合参与者,主持人和组织者的见解.
- 多样化的视角被强调为丰富教育经验的关键.
主要成果:
- 共同创作积极地让学习者和利益相关者参与教育设计.
- 整合来自学习者,教育工作者和专业人士的各种见解,丰富了教育经验.
- 有效的伙伴关系动态对于成功的共同创作倡议至关重要.
结论:
- 在HPE中共同创作对于提高教育实践和学习者参与度至关重要.
- 使用多个数据源的三角化方法是理解和优化共同创作的关键.
- 整合不同的观点对于最大限度地发挥HPE共同创造的好处至关重要.
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