医学教育中的电子学习：学习者对患者的思考。
E-learning for medical education: reflections of learners on patients.
作者信息
Walsh Kieran
机构信息
BMJ Learning, BMJ Publishing Group, BMA House, Tavistock Square, London WC1H 9JR.
出版信息
Ulster Med J. 2018 Jan;87(1):46-48. Epub 2018 Jan 31.
INTRODUCTION
There is a growing research interest in healthcare professionals learn online. This paper reports an analysis of reflections that relate to patients from users of an e-learning resource, BMJ Learning.
METHODS
Healthcare professionals who use BMJ Learning are encouraged to reflect on their learning. Over one year, all of the learners' reflections that related to patients were captured by the programme's software and were analysed using thematic analysis.
RESULTS
A number of key themes emerged from this analysis: many learners reflected on patients in the context of their disease; many learners reflected on how they had put their learning into action or planned to put their learning into action for the benefit of patients; many learners reflected on how they would pass on what they had learned to patients; learners greatly appreciated patients contributing to the learning.
DISCUSSION
Learners predominantly reflect about patients in the context of their disease. The reflections demonstrate that learners are keen to put their learning into action for the benefit of their patients. Learners' reflections show a keen interest in the patient-centredness of the learning resources.
引言
医疗保健专业人员在线学习的研究兴趣与日俱增。本文报告了一项对电子学习资源BMJ Learning用户关于患者的反思分析。
方法
鼓励使用BMJ Learning的医疗保健专业人员反思他们的学习。在一年多的时间里，该项目的软件收集了所有学习者与患者相关的反思，并使用主题分析法进行了分析。
结果
本次分析出现了一些关键主题：许多学习者在疾病背景下反思患者；许多学习者反思了他们如何将所学知识付诸实践或计划为患者的利益将所学知识付诸实践；许多学习者反思了他们将如何把所学知识传授给患者；学习者非常感谢患者对学习的贡献。
讨论
学习者主要在疾病背景下反思患者。这些反思表明，学习者渴望为患者的利益将所学知识付诸实践。学习者的反思显示出对学习资源以患者为中心的浓厚兴趣。
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