在基于工作的学习中保护,准备或处理医学生在基于工作的学习中的情感挑战的支持 - 一个有基础的理论
Linda Barman1,2, Maria Weurlander3,4, Henrik Lindqvist5
1Department of Education, Stockholm University, Stockholm, Sweden. linda.barman@edu.su.se.
Advances in health sciences education : theory and practice
|February 12, 2026
概括
医学学生在临床培训期间面临着情绪上的挑战,但往往缺乏主管的支持. 监管机构 监管机构
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 医疗保健专业人员 医疗保健专业人员
背景情况:
- 医学学生在基于工作的学习中遇到重大情感挑战,影响职业发展和福祉.
- 现有的研究表明,临床监督人员对管理这些情绪困难的感知支持存在差距.
研究的目的:
- 探索临床监督人员在支持医学学生在职场学习期间的情感体验方面的作用.
- 了解主管如何在临床环境中解决或未能解决学生的情绪挑战.
主要方法:
- 采用了一个构造主义的基于理论的方法.
- 通过采访20名瑞典医疗保健机构的医生 (包括住院医生) 来收集数据,这些医生负责监督医学学生.
主要成果:
- 监督人员利用各种策略来支持有情绪挑战的学生,通常是由于医疗保健的限制而采取临时措施.
- 一些主管不认为情感支持是他们的责任,将其推迟到大学课程.
- 医学学生经常承担着他们需要情感支持的信号的责任.
结论:
- 临床监督人员可以培养一种允许情绪反思的环境,但需要培训.
- 监督员培训应应对医学生遇到的情感挑战性情况.
- 解决学生的情感需求需要一个共同的责任模式,超越临时支持.
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