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临床环境中的教与学:对学生和教师认知的定性研究

Teaching and learning in the clinical setting: a qualitative study of the perceptions of students and teachers.

作者信息

Stark Patsy

机构信息

Department of Medical Education, University of Sheffield, UK.

出版信息

Med Educ. 2003 Nov;37(11):975-82. doi: 10.1046/j.1365-2923.2003.01675.x.

Abstract

OBJECTIVE

To describe the perceptions of medical students and clinical teachers of teaching and learning in the clinical setting.

DESIGN

Qualitative study of focus groups with undergraduate medical students and semistructured interviews with hospital consultant clinical teachers.

SETTING

The School of Medicine, University of Leeds and the Leeds Teaching Hospitals Trust, UK.

PARTICIPANTS

Fourth year medical students and consultant clinical teachers.

MAIN OUTCOME MEASURES

Analysis of narratives to identify students' perceptions of clinical teaching and consultants' views of their delivery of undergraduate clinical teaching.

RESULTS

Students believed in the importance of consultant teaching and saw consultants as role models. However, they perceived variability in the quality and reliability of teaching between physicians and surgeons. Some traditional teaching venues, especially theatre, are believed to be of little clinical importance. Generally, consultants enjoyed teaching but felt under severe pressure from other commitments. They taught in a range of settings and used various teaching strategies, not all of which were perceived to be 'teaching' by students.

CONCLUSIONS

While students and teachers are educational partners, they are not always in agreement about the quality, quantity, style or appropriate setting of clinical teaching. To enable teachers to provide more high quality teaching, there needs to be support, opportunities and incentives to understand curricular developments and acquire teaching skills.

摘要

目的

描述医学生和临床教师对临床环境中教与学的看法。

设计

对本科医学生进行焦点小组定性研究,并对医院顾问临床教师进行半结构化访谈。

地点

英国利兹大学医学院和利兹教学医院信托基金。

参与者

四年级医学生和顾问临床教师。

主要观察指标

分析叙述内容,以确定学生对临床教学的看法以及顾问对其本科临床教学授课情况的看法。

结果

学生认为顾问教学很重要,并将顾问视为榜样。然而,他们察觉到内科医生和外科医生的教学质量和可靠性存在差异。一些传统教学场所,尤其是手术室,被认为临床重要性不大。总体而言,顾问喜欢教学,但感到来自其他工作的巨大压力。他们在多种环境中教学,并采用各种教学策略,并非所有这些策略都被学生视为“教学”。

结论

虽然学生和教师是教育伙伴,但他们在临床教学的质量、数量、方式或合适环境方面并不总是意见一致。为使教师能够提供更高质量的教学,需要有支持、机会和激励措施,以帮助他们了解课程发展并掌握教学技能。

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