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大体解剖学近邻导师的专业和个人能力发展:一项纵向混合方法研究。

Professional and Personal Competency Development in Near-peer Tutors of Gross Anatomy: A Longitudinal Mixed-methods Study.

机构信息

Department of General Internal Medicine and Psychosomatics, University Hospital Heidelberg, Heidelberg University, Heidelberg, Germany.

出版信息

Anat Sci Educ. 2019 Mar;12(2):129-137. doi: 10.1002/ase.1798. Epub 2018 May 15.

DOI:10.1002/ase.1798
PMID:29762912
Abstract

There are many benefits to peer and near-peer tutoring. The current literature suggests that near-peer teaching within the domain of gross anatomy may lead to the development of numerous competencies for burgeoning medical professionals. The aim of this study was a quantitative and qualitative approach to explore which professional and personal competencies anatomy tutors developed as a result of their teaching activities in a gross anatomy course at a medical school in Germany. For a period of 18 months, 24 peer tutors were followed and queried multiple times via questionnaire and semi-structured interviews. It was found that most of the skills tutors developed or strengthened over one semester matched most of the core competencies described in various official competency frameworks used for physician education. In particular, tutors thought that tutoring gross anatomy had improved their knowledge of professional behavior as well as their communication skills. They also felt that they had learned to take on more responsibility and to use available resources more effectively. Overall, tutoring gross anatomy was perceived as very challenging, but also very rewarding, mainly because it provided the opportunity to develop and strengthen important skills such as self-confidence, self-awareness, positive thinking, self-insight, and stress management. Ultimately, these are all factors that contribute to resilience, an important attribute for physicians.

摘要

同伴教学和准同伴教学有很多好处。现有文献表明,在大体解剖学领域进行准同伴教学可能会为崭露头角的医学专业人员培养众多能力。本研究旨在通过定量和定性的方法来探索德国一所医学院的大体解剖学课程中,解剖学助教在教学活动中培养了哪些专业和个人能力。在 18 个月的时间里,通过问卷调查和半结构化访谈,对 24 名同伴助教进行了多次跟踪和询问。研究发现,大多数助教在一个学期内发展或加强的技能与各种用于医师教育的官方能力框架中描述的大多数核心能力相匹配。特别是,助教们认为教授大体解剖学提高了他们对职业道德的认识以及沟通技巧。他们还觉得自己学会了承担更多的责任,并更有效地利用现有资源。总体而言,助教大体解剖学被认为是非常具有挑战性的,但也非常有收获,主要是因为它提供了发展和加强重要技能的机会,例如自信、自我意识、积极思考、自我洞察和压力管理。最终,这些都是有助于韧性的因素,韧性是医生的一个重要特质。

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