支持对CBME的反和信任:为培训师和实习生举办WBA联合研讨会
Hing-Yu So1, P T Chan1, Kevin K F Fung2,3
1Jockey Club Institute for Medical Education & Development, Hong Kong Academy of Medicine, Hong Kong.
基于工作场所的评估 (WBA) 研讨会改善了培训员的反技能和培训师的动机. 虽然信任没有显著变化,但联合学习模式对医学教育中的教师发展充满希望.
科学领域:
- 医学教育 医学教育
- 基于工作场所的评估
- 教师发展学院发展学院
背景情况:
- 在研究生医学教育中,基于工作场所的评估 (WBA) 面临诸多挑战,包括培训师脱离,学习者被动和不信任.
- 这项研究调查了WBA联合研讨会对解决这些问题的影响.
研究的目的:
- 评估两个联合WBA研讨会对实习生反素养的影响.
- 评估培训师参与WBA的动机.
- 检查学员与教练之间的关系信任的变化.
主要方法:
- 采用混合方法的方法,对26名实习生和16名培训师进行了测试.
- 通过前后调查收集的定量数据 (反识字行为量表,CPD反应问卷,WBA信任库存).
- 通过对研讨会后重点小组的专题分析收集的定性数据,随后将发现整合起来.
主要成果:
- 实习生在提供反和管理影响方面表现出显著的改善.
- 训练员报告道德准则的提高和对积极后果的信念.
- 总体而言,信任的感知没有改变,但培训师的感知能力有所改善;定性数据强调了学习对话和心理安全的价值,但指出了层次和持续时间的限制.
结论:
- 联合WBA研讨会有效提高了反素养和培训师动机.
- 虽然信任发展受到层次文化和短期干预时间的限制,但共享学习模式是有前途的教师发展战略.
- 未来的干预措施应侧重于纵向,文化敏感的联合学习,以增强关系结果.
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