让目标发挥作用:基于理论的轮班学习目标方法

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Max Griffith MD, Ivan Zvonar MD, Alexander Garrett MD, Naeem Bayaa MD
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引用次数: 0

摘要

督导人员经常在临床轮班开始时询问急诊科学员的学习目标,但他们可能没有考虑这种做法的原因。认识到提出当班学习目标的根本原因,并积极主动地考虑一些相关挑战的解决方案,可以帮助学员和督导充分发挥这种做法的潜力。目标表述植根于教育原则,如自我调节学习、有针对性的绩效反馈以及学习者与主管之间的合作关系。尽管轮岗学习目标具有增强学习效果的潜力,但仍存在许多障碍,使学习者和督导人员在制定或跟进有意义的目标时面临挑战。与学员相关的挑战包括不确定如何在不可预测的临床环境中制定目标,以及制定的目标范围过窄或过宽。与督导相关的挑战包括难以将直接观察融入临床工作流程,以及希望避免负面反馈。学习环境也带来了固有的挑战,如缺乏纵向的督导-学习者关系、时间限制、空间限制以及鼓励学习者掩盖其知识差距等。作者讨论了有效的轮班学习目标所面临的这些挑战,并提出了针对学习者方法、督导方法和学习环境本身的解决方案。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Making goals count: A theory-informed approach to on-shift learning goals

Supervisors often ask emergency medicine trainees for their learning goals at the start of a clinical shift, though they may do so without considering the reasons for this practice. Recognizing the underlying rationale for voicing on-shift learning goals and proactively considering solutions for some of the associated challenges can help learners and supervisors employ this practice to its full potential. Goal articulation is rooted in educational principles such as self-regulated learning, targeted performance feedback, and collaborative relationships between learner and supervisor. Despite the potential for on-shift learning goals to augment learning, there are numerous barriers that make it challenging for learners and supervisors alike to create or follow up on meaningful goals. Learner-related challenges include uncertainty about how to develop goals within an unpredictable clinical environment and creating goals too narrow or broad in scope. Supervisor-related challenges include difficulties integrating direct observation into the clinical workflow and a desire to avoid negative feedback. The learning environment also presents inherent challenges, such as lack of longitudinal supervisor–learner relationships, time constraints, space limitations, and incentives for learners to conceal their knowledge gaps. The authors discuss these challenges to effective on-shift learning goals and propose solutions that target the learner's approach, the supervisor's approach, and the learning environment itself.

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来源期刊
AEM Education and Training
AEM Education and Training Nursing-Emergency Nursing
CiteScore
2.60
自引率
22.20%
发文量
89
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