"我不知道我不知道什么":在香港背景下对医学学生自我评估的定性研究
Binbin Zheng1, Qing He2, Chin-Hsi Lin3
1Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
Medical teacher
|March 11, 2026
概括
医学学生 医学学生
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 自我评估 (SA) 是一个关键的教育过程,学习者根据个人标准评估自己的表现.
- SA受个人,上下文和文化因素的影响,使其成为一个复杂的,多维的构造.
- 了解SA在不同教育环境中的发展对于有效的学习至关重要.
研究的目的:
- 探索医学学生如何在不同培训阶段开发和实施自我评估 (SA).
- 调查在东亚背景下对SA实践的多层次影响 (个人,人际,机构,社会).
- 检查文化规范在医学教育中塑造SA的作用.
主要方法:
- 采用了定性,横截面的研究设计.
- 与香港一所医学院的26名医学学生进行了半结构面试,这些学生处于不同的培训水平.
- 以社会生态模型为指导的专题分析被用来解释采访数据.
主要成果:
- 确定了对AS影响的四个层面:个人 (价值,情感,动机,身份),人际 (教师,同行,患者的反),机构 (课程,评估,环境) 和社会 (文化规范,谦卑,期望).
- 学生们将SA视为一种认知和情绪调节过程.
- 文化中介的规范显著塑造了自我评估,反解释和绩效比较.
结论:
- 医学学生的自我评估 (SA) 实践在很大程度上是由个人,人际,机构和社会因素的相互作用所塑造的,文化规范发挥着中心作用.
- 这些发现突出了SA在东亚背景下如何不同运作,扩展了关于SA和自我调节学习 (SRL) 的现有文献.
- 文化敏感的教育和评估策略对于促进医学学生的SA和终身学习至关重要.
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