在医学本科生中促进学习心态:对积极自学模块进行定性试点研究,旨在在反过程中提高开放性.
Véronique Lapierre1, Anne-Charlotte Côté1, Isabelle Burnier1,2,3
1Faculty of Medicine, University of Ottawa, Ottawa, Canada.
Journal of medical education and curricular development
|February 18, 2026
概括
一个积极的自我学习模块 (ASLM) 帮助医学学生反思反过程并发展成长思维. 这项试点研究表明,ASLM可以改善学生参与和接收反的方式,强调需要进一步研究.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 行为科学 行为科学
背景情况:
- 监督员的传统反课程现在被以学生为中心的交互式反过程培训所补充.
- 有效的反同化要求学生能够接受讨论.
- 使用H.O.S.T.开发了一个主动自学模块 (ASLM). (谦卑,开放,共享的明确性,力) 行为模式来培养这种接受力.
研究的目的:
- 探索ASLM如何影响医学学生对学习心态的理解.
- 调查学生对ASLM的看法及其对自我反思的影响.
- 评估ASLM在增强反参与方面的潜力.
主要方法:
- 试点研究涉及来自太华大学医学博士课程 (法语流) 的六名学生.
- 学生参与了模拟和真实临床体验,包括反.
- 进行了半结构面试,并使用专题分析分析数据.
主要成果:
- 主题分析揭示了两个主要主题和六个子主题.
- 学生们发现ASLM的反思性方法增强了他们在监督者互动中的参与.
- 该模块培养了对情绪调节至关重要的个人成长心态,并强调了互惠的导师与学生关系的价值.
结论:
- 该ASLM使学习者能够反思他们的学习心态,并采取更有效的反接收和参与的策略.
- 参与者认为反思练习是修改反相关态度和行为的积极初步步骤.
- 建议对更大种群进行进一步的研究,以验证这些发现.
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