教师为表现不佳的医学学生提供公平支持:一项定性研究
Khadija Farrukh1,2,3, Siti Nurma Hanim Hadie
1Department of Medical Education, Bahria University Health Sciences Campus, Karachi, Pakistan.
概括
教师对支持表现不佳的医学学生的看法是复杂的,受到个人信仰和系统因素的影响. 提高学生支持需要机构培训和政策,以解决教师偏见和情绪劳动.
科学领域:
- 医学教育 医学教育
- 定性研究是指质量研究.
背景情况:
- 教师偏见和隐性偏见对表现不佳的医学学生提供的支持产生重大影响.
- 了解教师的看法对于制定医疗教育中有效的学生支持策略至关重要.
研究的目的:
- 探索教职员工对支持表现不佳的医学学生的看法和做法.
- 识别教师提供的学术与情感支持之间的差异.
主要方法:
- 在巴赫里亚大学卫生科学校园,巴基斯坦,采用建设主义范式的定性案例研究.
- 通过18次深入访谈,2个重点小组和47名经验丰富的教师的反思日记收集的数据.
- 采用了最大变异的有目的抽样,在18次采访后实现了主题和.
主要成果:
- 出现了12个主要主题,包括能力的感知,早期识别,定制支持,系统障碍,教师培训需求,心理和情感支持,机构期望,隐含偏见和情感劳动.
- 教师对表现不佳的学生的态度是复杂的,有时是矛盾的.
- 主题强调了个人认知,情感投资,系统压力和隐含偏见对教师支持实践的影响.
结论:
- 教师在医学学生的学术旅程中起着关键作用,但他们的支持是由个人偏见和机构因素决定的.
- 机构必须为教师提供培训,资源和政策,以确保对所有学生提供一致和公平的支持.
- 解决教师的情感劳动和隐含偏见对于培养富有同情心的学习环境至关重要.
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