Pinto Zipp Genevieve, Kolber Carole
Seton Hall University, School of Health and Medical Sciences, 400 South Orange Ave., South Orange, NJ 07079, USA. Tel 908 754 0997, fax 973 275 2171.
J Allied Health. 2014 Spring;43(1):32-7.
The purpose of this study was to explore the role of teachable moments in the clinical setting and factors that may affect clinical instructors' use of teachable moments. In order to address this purpose, a survey exploring perceptions regarding the role of teachable moments, learning styles on teachable moments, and barriers associated with finding teachable moments was developed by the authors, the Teachable Moments Mentorship Survey. Seventy-four health care professionals who attended a conference on clinical education, held a license in their professional area, and had experience as a clinical instructor completed the survey. Upon examination of the data, two distinct types of barriers emerged, flexible and inflexible. The authors provide a framework for addressing these barriers associated with clinical supervision within the clinical environment.
本研究的目的是探讨临床环境中可教时刻的作用以及可能影响临床教师对可教时刻运用的因素。为实现这一目的，作者设计了一项调查，即“可教时刻指导调查”，以探究对可教时刻的作用、可教时刻的学习风格以及与发现可教时刻相关的障碍的看法。74名参加临床教育会议、拥有所在专业领域执照且有临床教师经验的医疗保健专业人员完成了该调查。在对数据进行检查时，出现了两种不同类型的障碍，即灵活型和不灵活型。作者提供了一个框架，用于应对临床环境中与临床监督相关的这些障碍。
Zotero 插件