质性方法在跨文化教育中的价值:第一人称视角的个案研究

Ph.D H. Russell Searight
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引用次数: 0

摘要

本文提出了使用定性研究方法的第一人称帐户,以解决医疗住院医师教育。该项目的成果已经发表。然而,这项研究的过程及其对参与者的教育影响尚未得到很好的描述。本文的目的是描述研究本身的背景和行为。作为该项目的背景,一个家庭医学住院医师项目最近开始接受在美国以外生活和接受医学院教育的国际医学毕业生(IMGs)。作者是一名住院医师和临床心理学家,他观察了住院医师在家庭医学住院医师诊所里为病人看病的过程。对一些IMG住院医师的知识基础和他们与病人建立融洽关系的能力表示关注。在提供行为科学方面的指导时,作者和一位心理学家同事指出,IMG的一些居民对美国家庭生活和教育体系的某些方面感到困惑。与临床教师的关系和教师的期望也不同于美国医学教育的教学规范。因此,进行了定性访谈项目,以更好地了解这些IMG住院医生如何体验和解释教师-学习者和住院医生-患者的互动。结果在很多方面都是有益的。首先,认识到教职员工对他们的经历感兴趣,有助于在教职员工和住院医生之间建立融洽的关系和信任。将项目结果提供给住院医师,有助于就医学教育和病人护理中的文化差异展开讨论。对于那些可能难以理解学习者给他们的教育带来的观点的教育者来说,所描述的过程可能会有潜在的好处。
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The Value of Qualitative Methods in Cross Cultural Education: A Case Study from a First Person Perspective
This paper presents a first-person account of using qualitative research methods to address medical residency education. The results of this project have been published. However, the study's process and its educational impact on the participants have not been well-described. The purpose of this article is to describe the background and conduct of the study itself. A family medicine residency program, the setting for this project, had recently begun accepting international medical graduates (IMGs) who had lived and received medical school education outside of the United States. The author, a faculty member in the residency and a clinical psychologist, and the physician faculty observed residents as they saw patients in the family medicine residency clinic. Concern was expressed about some of the IMG resident physicians’ knowledge base and their ability to develop rapport with patients. In providing instruction in behavioral science, the author and a psychologist colleague noted that some of the IMG residents were confused by aspects of U.S. family life and the educational system. The relationship with clinical instructors and expectations of faculty also differed from the pedagogical norms in U.S. medical education. As a result, a qualitative interview project was undertaken to understand better how these IMG residents were experiencing and interpreting faculty-learner and resident physician-patient interactions. The results were beneficial in multiple ways. First, recognizing that faculty members were interested in their experiences helped develop rapport and trust between the faculty and residents. Providing the project results to the residents helped open discussion about cultural differences in medical education and patient care. For educators who may have difficulty understanding the perspective that learners bring to their education, the process described could be of potential benefit.
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