通过参与者观察促进反思性实践:日本社区临床培训期间医学学生的学习
Minako Kamimoto1, Daisuke Son2, Kazuoki Inoue3
1Tottori Medical Career Support Center, Tottori University Hospital, Yonago 683-8504, Japan.
Yonago acta medica
|February 19, 2026
概括
医学学生通过社区环境中的民族学参与者观察来增强批判性思维和积极询问. 这种方法促进了对临床实践差异的反思,改善了临床前教育.
科学领域:
- 医学教育 医学教育
- 医学人类学 医学人类学
- 定性研究是指质量研究.
背景情况:
- 托托里大学自2011年以来的社区医疗培训.
- 传统的培训缺乏批判性反思和积极的质疑.
- 2018年引入民族学方法,用于参与者观察.
研究的目的:
- 评估民族学方法对医学学生学习的影响.
- 在社区培训中培养批判性思维和积极质疑.
- 探索学生对临床实践差异的反思.
主要方法:
- 107名医学四年级学生电子投资组合 (ePF) 的定性描述性研究.
- 使用KH Coder软件分析了2019年ePF条目中的文本数据.
- 通过并发网络图和文本分析提取主题类别.
主要成果:
- 经常使用"观察"",思考"",学习"和"感觉"等术语.
- 在"问题"和"有", "大学"和"社区", "学习"和"知识"之间发现了强烈的关联.
- 学生们制定了以积极观察和批判性质疑为重点的行动计划.
结论:
- 参与者观察突出了社区和大学临床环境之间的差异.
- 该方法促进了批判性思维和多样化的观点.
- 人类学方法对于临床前医学教育有价值.
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