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从遵守到承诺:支持基于能力的医学教育的自主增长
Adam Neufeld1, Ryan Smith2, Gregory Guldner3
1Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.
概括
基于能力的医学教育 (CBME) 经常通过破坏居民对自主性和相关性的需求而使居民失败. 振兴CBME需要专注于代理参与和支持实践,以实现真正的学习和福祉.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
背景情况:
- 基于能力的医学教育 (CBME) 旨在加强研究生培训.
- 目前的CBME实践往往被认为是程序性的,缺乏有意义的居民增长.
研究的目的:
- 用自决理论分析CBME如何影响居民对自主,能力和亲属关系的需求.
- 通过代理参与和需要支持的实践,确定振兴CBME的战略.
主要方法:
- 通过自决理论的透视来分析当前的CBME实践.
- 检查居民代理参与塑造他们的学习经验.
- 关于教育环境中需要支持策略的文献综述.
主要成果:
- 当前的CBME可以破坏居民的自主权,能力和相关性,导致表面的遵守.
- 代理参与,居民积极寻求支持和塑造反,对于CBME的有效性至关重要.
- 现场笔记和可信任的专业活动可以是有效的指导工具,当整合到支持对话和反.
结论:
- 将CBME与居民的动机,身份形成和福祉相结合,对于其成功至关重要.
- 实施基于证据的,需要支持的策略可以将CBME从程序练习转变为实质性的发展过程.
- 未能解决动机调整的风险是CBME仍然肤浅和无效.
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