教学哲学陈述在卫生专业中的普及和使用教育:一个范围审查
Steven D Taff1,2,3, Allison Mitchell4, Kim L Lipsey5
1Program in Occupational Therapy, WashU Medicine, St. Louis, Missouri, USA.
The clinical teacher
|March 11, 2026
概括
教学哲学陈述 (TPS) 在卫生专业教育文献中不常被讨论. 虽然它们对反思和专业成长有价值,但它们对教学有效性的影响需要进一步的实证研究.
科学领域:
- 健康 职业 教育 教育 专业
- 医学教育研究 医学教育研究
- 教师发展学院发展学院
背景情况:
- 教学哲学陈述 (TPS) 阐述了教育工作者对教学和学习的信念和方法.
- 在健康专业教育中,TPS被用于推广,投资组合和专业身份.
- 在这个领域的TPS的流行和应用尚未得到充分理解.
研究的目的:
- 进行对教学哲学陈述在健康专业教育的文献进行范围审查.
- 为了确定TPS在这个领域中所描述的用途和背景.
- 评估研究TPS影响的研究程度.
主要方法:
- 对2003年至2024年期间的英语文章进行了对6个数据库的全面范围审查.
- 纳入标准侧重于卫生专业教育,哲学概念和教育过程.
- 数据提取涵盖了出版物细节,教育背景和TPS报告的使用情况.
主要成果:
- 包括各种健康专业的14篇文章.
- TPS最常被描述为教学组合,反思指南和推广包的工具.
- 有限的研究探讨了TPS对教学有效性或学习者成果的影响.
结论:
- 在健康专业的教育文献中,教学哲学陈述的代表性不足,并且表面讨论.
- 尽管有被认可的反思和发展潜力,但对其影响的经验证据很少.
- 未来的研究应侧重于纵向效应,教师身份和融入教师发展计划.
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