探索放射学读数中的沟通动态和感知:对同行和辅导学习相互作用的比较分析
Anna Isahakyan1, Maryam Asoodar1, Bjorn B de Koning2,3
1School of Health Professions Education, Department of Educational Development and Research, Maastricht University, Maastricht, the Netherlands.
医学学生认为,在放射学读数中的同行互动可以促进口音,但会引起不确定性. 教师互动提供了确定性和更深入的见解,突出了诊断推理中的互补作用.
科学领域:
- 医学教育 医学教育
- 放射学培训 放射学培训
- 在医疗保健领域的沟通
背景情况:
- 放射学读数对于医学教育至关重要,涉及同行和辅导学习.
- 在这些环境中,沟通动态和学生的感知并未得到充分理解.
- 这项研究探讨了医学学生对在放射学教育中的同行与教师互动的看法.
研究的目的:
- 检查医学学生在放射学阅读期间对同行和辅导学习的看法.
- 分析这些教育互动中的口头沟通模式.
- 了解不同交互类型如何影响诊断推理和不确定性管理.
主要方法:
- 马斯特里赫特大学进行的定性观察研究 (2023年4月至5月).
- 在放射学读数期间观察到学生与学生和学生与教师的互动.
- 与学生进行了半结构化采访.
- 使用适应的口头响应模式 (VRM) 分类法对口头沟通进行分类.
- 对面试数据进行主题分析.
主要成果:
- 与学生与学生之间的互动相比,学生与教师之间的互动更多的解释和建议.
- 同行互动涉及更多的披露和确认在认知结构.
- 学生认为教师的互动提供了确定性并增强了思维过程.
- 学生们认为同行互动促进了思想的口头表达,但增加了不确定性.
结论:
- 教师的互动更具响应性和指导性,促进了确定性和深入讨论.
- 同龄人互动支持表达,但可能导致感知不确定性.
- 这两种互动类型在发展诊断推理和管理放射学教育中的不确定性方面都起着互补的作用.
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