绘制教育不确定性刺激图,支持卫生专业教育工作者培养学习者的不确定性容忍度。

IF 3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Advances in Health Sciences Education Pub Date : 2024-06-13 DOI:10.1007/s10459-024-10345-z
Michelle D Lazarus, Amany Gouda-Vossos, Angela Ziebell, Jaai Parasnis, Swati Mujumdar, Gabrielle Brand
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引用次数: 0

摘要

不确定性是医疗实践的一个特点。有鉴于此,多个医疗保健专业管理机构将不确定性承受能力确定为医疗保健专业毕业生的一项特质,并对新一批毕业生的不确定性承受能力进行评估。虽然医疗保健学习者的不确定性承受能力培养显然很受重视,但在医疗保健课程中切实解决这一问题仍存在差距。支持医疗保健学习者培养不确定性承受能力的实用方法的指导框架仍然很少,尤其是在医学之外和某些地理位置。由于人们越来越认识到,不确定性耐受力至少部分是以状态为基础的(如可随情境变化而变化),因此有必要更广泛地了解支持不同医疗专业不确定性耐受力发展的教学实践。本研究探讨了教育工作者有目的地激发学习者的不确定性容忍度的教学实践。半结构式访谈调查了一所院校中来自不同领域和健康专业的学者如何在多种学习情境中激发不确定性。框架分析确定了激发不确定性的三个主题:有目的的提问、预测不确定性和将学习者置于不熟悉的环境中,并描述了这些主题(及相关次主题)的特征。许多确定的主题与现有学习理论的某些方面相吻合,这表明支持学习者不确定性耐受力发展的课程框架可以从卫生专业教育研究范围以外的理论中获得信息。
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Mapping Educational uncertainty stimuli to support health professions educators' in developing learner uncertainty tolerance.

Uncertainty is a feature of healthcare practice. In recognition of this, multiple health profession governing bodies identify uncertainty tolerance as a healthcare graduate attribute and evaluate uncertainty tolerance within new graduate cohorts. While it is clear that uncertainty tolerance development for healthcare learners is valued, gaps remain for practically addressing this within healthcare curricula. Guiding frameworks for practical approaches supporting uncertainty tolerance development in healthcare learners remains sparse, particularly outside of medicine and in certain geographical locations. As uncertainty tolerance is increasingly recognised as being, at least in part, state-based (e.g. contextually changeable)- a broader understanding of teaching practices supporting uncertainty tolerance development in diverse health professions is warranted. This study explored educators' teaching practices for purposefully stimulating learners' uncertainty tolerance. Semi-structured interviews investigated how academics at a single institution, from diverse fields and health professions, stimulate uncertainty across multiple learning contexts. Framework analysis identified three themes for stimulating uncertainty: Purposeful questioning, Forecasting uncertainty, and Placing learners in unfamiliar environments, with characterisation of these themes (and related subthemes) also described. Many of the identified themes align with aspects of existing learning theories suggesting that curricular frameworks supporting learner uncertainty tolerance development may be informed by theories beyond the boundaries of health professions education research.

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来源期刊
CiteScore
6.90
自引率
12.50%
发文量
86
审稿时长
>12 weeks
期刊介绍: Advances in Health Sciences Education is a forum for scholarly and state-of-the art research into all aspects of health sciences education. It will publish empirical studies as well as discussions of theoretical issues and practical implications. The primary focus of the Journal is linking theory to practice, thus priority will be given to papers that have a sound theoretical basis and strong methodology.
期刊最新文献
Social support and academic procrastination in health professions students: the serial mediating effect of intrinsic learning motivation and academic self-efficacy. To define or not to define: a commentary on 'The case for metacognitive reflection'. Team science in interdisciplinary health professions education research: a multi-institutional case study. Belonging in dual roles: exploring professional identity formation among disabled healthcare students and clinicians. Understanding simulation-based learning for health professions students from culturally and linguistically diverse backgrounds: a scoping review.
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