专业包容性:创造专业发展的学习环境,以促进整个健康专业的学习
Maura N Polansky1,2,3, Jascha de Nooijer1,2,3, Goetz Fabry1,2,3
1Dr. Maura N. Polansky: Clinical Professor, Department of Medical Education, University of Illinois, Chicago, IL, U.S.A.
概括
在卫生专业教育中创造包容性学习环境需要有意的教师努力,对所有学生的平等待遇,并专注于共同的经验. 这些原则促进有效的专业间学习 (IPL).
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 专业间学习 专业间学习
- 专业的包容性 专业的包容性
背景情况:
- 多专业环境可以提供专业间学习 (IPL) 机会.
- 然而,并非所有多职业环境都有效地支持IPL.
- 专业的包容性是优化这些学习环境的关键.
研究的目的:
- 探索支持专业包容性学习环境的条件.
- 专注于专业发展计划,特别是健康专业教育士 (MHPE) 计划.
主要方法:
- 对14名学生和教师进行了半结构化采访.
- 包括来自4个MHPE计划的参与者.
- 使用会员检查来增强关键主题的有效性.
主要成果:
- 确定了包容性学习环境的三个组织原则:意向性,公平竞争环境和关注共同点.
- 意向性涉及教师积极考虑计划设计中的包容性.
- 公平竞争意味着促进学生和教师之间的平等,无论职业.
结论:
- 确定了促进卫生专业发展计划中的专业包容性的关键原则.
- 提供了应用这些原则的建议.
- 专业包容性为未来的IPL研究提供了有价值的框架.
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