Stark Patsy, Roberts Chris, Newble David, Bax Nigel
Northern General Hospital, Sheffield, UK.
Med Teach. 2006 Feb;28(1):e25-31. doi: 10.1080/01421590600568520.
Doctors need to identify and understand the professional behaviours of both themselves and others. In order for students to think critically about these issues we encouraged them to use the tenets of the General Medical Council's Duties of a Doctor as a framework in which to reflect on the actions of healthcare professionals at work. Although the critical incident technique is a well-known process for encouraging reflection, little is known about its usefulness for assessment purposes in this setting. We aimed to discover the validity, feasibility and educational impact of the critical incident as an assessment method for first year students undertaking guided reflection in the context of their first exposure to multi-professional health and social care experiences. First year medical students submitted two critical incidents they had observed during multi-professional health and social care attachments and an evaluation of their experiences. Students engaged in the reflective cycle on the professional behaviours of others providing evidence of a varied range of situations. With adequate preparation, junior students are able to reflect on social and healthcare experiences using the Duties of a Doctor as a framework. Critical incidents are a valid and feasible method for assessing students' reflections on professionalism, with good educational impact.
医生需要识别并理解自身以及他人的专业行为。为了让学生批判性地思考这些问题，我们鼓励他们以英国医学总会《医生职责》的原则为框架，来反思医疗保健专业人员在工作中的行为。尽管关键事件技术是一种广为人知的促进反思的方法，但对于其在这种情况下用于评估目的的有效性却知之甚少。我们旨在探究关键事件作为一种评估方法，对于初次接触多专业健康和社会护理体验的一年级学生进行引导性反思的有效性、可行性及教育影响。一年级医学生提交了他们在多专业健康和社会护理实习期间观察到的两起关键事件以及对自身经历的评估。学生们围绕他人的专业行为展开反思循环，提供了一系列不同情况的证据。经过充分准备，低年级学生能够以《医生职责》为框架反思社会和医疗保健体验。关键事件是评估学生对专业精神反思的一种有效且可行的方法，具有良好的教育影响。
