Những quan niệm về cách mà chương trình học hoặc giảng dạy, văn hóa nơi làm việc và năng lực của các cá nhân hình thành việc học của sinh viên y khoa và thực hành giám sát tại nơi làm việc lâm sàng

Springer Science and Business Media LLC - Tập 20 - Trang 531-557 - 2014
Pia Strand1, Gudrun Edgren1, Petter Borna2, Stefan Lindgren3, Gitte Wichmann-Hansen4, Renée E. Stalmeijer5
1Faculty of Medicine, Lund University, Lund, Sweden
2Department of pediatrics, Skåne University Hospital, Malmö, Sweden
3Department of Clinical Sciences, Faculty of Medicine, Lund University, Malmö, Sweden
4Centre for Teaching and Learning, School of Business and Social Sciences, Aarhus University, Århus, Denmark
5Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands

Tóm tắt

Vai trò của các giám sát viên tại nơi làm việc trong việc giáo dục lâm sàng cho sinh viên y khoa hiện đang được tranh luận. Tuy nhiên, rất ít nghiên cứu đề cập đến cách mà các giám sát viên hình dung việc học tập tại nơi làm việc và mối liên hệ giữa những quan niệm này với lý thuyết học tập văn hóa xã hội hiện tại. Chúng tôi đã khám phá những quan niệm của bác sĩ về: (a) việc học của sinh viên y khoa tại nơi làm việc lâm sàng và (b) cách mà họ đóng góp vào việc học của sinh viên. Phương pháp nghiên cứu bao gồm sự kết hợp giữa phân tích nội dung định tính, quy nạp (thông thường) và suy diễn (hướng dẫn). Nghiên cứu đã tạo ra sự tam giác hóa giữa hai loại dữ liệu phỏng vấn từ 4 cuộc phỏng vấn nhóm tập trung và 34 cuộc phỏng vấn cá nhân. Tổng cộng có 55 bác sĩ tham gia. Ba chủ đề tổng thể đã xuất hiện từ dữ liệu: học tập như một tư cách thành viên, học tập như một đối tác và học tập như một quyền sở hữu. Những chủ đề này mô tả cách mà quan niệm của bác sĩ về việc học và giám sát được dẫn dắt bởi những khái niệm về học tập như sự tham gia và học tập như sự tiếp thu. Nơi làm việc lâm sàng có thể được hình dung như một bối cảnh trong đó việc học của sinh viên dựa trên một chương trình học tập, sự liên tục của tham gia và các mối quan hệ đối tác với các giám sát viên, hoặc như một nguồn kiến thức tạm thời nằm trong một chương trình giảng dạy giảng dạy. Quá trình học tập đã được hình thành qua sự tương hỗ giữa các yếu tố khác nhau trong bối cảnh nơi làm việc và khả năng của sinh viên và các bác sĩ giám sát. Một cách tiếp cận tư duy hệ thống kết hợp với khuôn khổ khái niệm “cộng tham gia” được Billet khuyến nghị đã chứng minh là hữu ích cho việc phân tích sự biến đổi trong các quan niệm. Các phát hiện cho thấy rằng việc lập bản đồ các quan niệm của giám sát viên tại nơi làm việc về việc học có thể là một điểm khởi đầu giá trị cho các trường y và các nhà phát triển giáo dục đang làm việc với các thay đổi trong thực hành giáo dục lâm sàng và phát triển giảng viên.

Từ khóa

#giám sát viên tại nơi làm việc #học tập lâm sàng #giáo dục y khoa #sinh viên y khoa #văn hóa nơi làm việc #tư cách thành viên #đối tác #quyền sở hữu #phân tích nội dung #thủ tục giáo dục

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