新手如何成为专家?程序教育者的工具性案例研究。

IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Academic Medicine Pub Date : 2025-04-01 Epub Date: 2024-11-15 DOI:10.1097/ACM.0000000000005917
Ilana Roberts Krumm, Adrienne Strait, Lekshmi Santhosh
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引用次数: 0

摘要

目的:医学培训中的经典程序教育范式涉及到受训者学习和执行有创床边手术,随后将这些手术教授给更多的初级受训者。许多现有的住院医师教师课程侧重于认知领域;关于程序性教育中从学习者到教师的转变的研究文献很少。这个产生假设的工具案例研究探讨了专家程序教育者如何从新手程序教育者转变为专家。方法:采用半结构化访谈的建构主义方法,探索加州大学旧金山分校住院医师手术服务中心的教师在从学习者到教师的过程中反思的个人叙述和经历,重点关注加州大学旧金山分校住院医师手术团队的教师。所有12名住院医师程序服务的教师都收到了采访的邀请,其中9人同意参加。采访于2023年7月至10月进行。结果:9个访谈为程序性教学的个体体验和认知创造了丰富而复杂的画面。教员的经验各不相同,从2年的程序服务教员到超过15年的经验不等。访谈中出现了四个主要主题:培养教学技能的方法,促进教育者进一步成长的工具,有效教育者的基本行为,以及共同的挑战。归纳性主题分析表明,试错是构建程序性教学法的主要手段,而精确沟通是管理学习者认知负荷和与学习和教学过程相关的情感挑战的关键技能。结论:使用精确的沟通作为教育工作者和学习者驾驭程序性教学复杂性的工具,突出了清晰的指导和反馈在学习过程中的重要作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How Does the Novice Become the Expert? An Instrumental Case Study of Procedural Educators.

Purpose: The classic paradigm of procedural education in medical training has involved trainees learning and performing invasive bedside procedures and subsequently teaching these procedures to more junior trainees. Many existing resident-as-teacher curricula focus on cognitive domains; there has been a lack of literature examining the transition from learner to teacher in procedural education. This hypothesis-generating instrumental case study explored how expert procedural educators transitioned from novice procedural educators to experts.

Method: A constructivist approach with semistructured interviews was used to explore the individual narratives and experiences of faculty of the Hospitalist Procedure Service at the University of California San Francisco as they reflected on their journey from learners to teachers, focusing on the faculty of the hospitalist procedure team at the University of California San Francisco. All 12 Hospitalist Procedure Service faculty members received invitations to be interviewed, and 9 agreed to participate. Interviews were conducted between July and October 2023.

Results: The 9 interviews created a rich and complex picture of the individual experiences and perceptions of procedural teaching. The faculty members varied in experience, ranging from 2 years on the procedure service faculty to more than 15 years of experience. Four main themes emerged from the interviews: methods for building teaching skills, tools that facilitate further educator growth, essential behaviors of effective educators, and common challenges. Inductive thematic analysis revealed trial and error as a major means of building procedural pedagogy and the use of precise communication as a crucial skill to manage learner cognitive load and the emotional challenges associated with learning and teaching procedures.

Conclusions: The use of precise communication as a tool for both educator and learner to navigate the complexities of procedural teaching highlights the essential role of clear instruction and feedback in the learning process.

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来源期刊
Academic Medicine
Academic Medicine 医学-卫生保健
CiteScore
7.80
自引率
9.50%
发文量
982
审稿时长
3-6 weeks
期刊介绍: Academic Medicine, the official peer-reviewed journal of the Association of American Medical Colleges, acts as an international forum for exchanging ideas, information, and strategies to address the significant challenges in academic medicine. The journal covers areas such as research, education, clinical care, community collaboration, and leadership, with a commitment to serving the public interest.
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