在社会儿科学研究暑期学生奖学金中培养变革性学习。

Fostering Transformative Learning in a Social Pediatrics Research Summer Studentship.

机构信息

S. Talarico is assistant professor, Department of Pediatrics, University of Toronto, and pediatrician, Hospital for Sick Children, Toronto, Ontario, Canada. M. Zubairi is assistant professor, Department of Pediatrics, McMaster University, and developmental pediatrician, Ron Joyce Children's Health Centre, Hamilton, Ontario, Canada. D. Daneman is professor and chair emeritus, Department of Pediatrics, University of Toronto, and pediatric endocrinologist, Hospital for Sick Children, Toronto, Ontario, Canada. A. Punnett is associate professor, Department of Pediatrics, University of Toronto, and pediatric oncologist, Hospital for Sick Children, Toronto, Ontario, Canada. M.A. (Tina) Martimianakis is associate professor and director, Medical Education Scholarship, Department of Pediatrics, University of Toronto, and scientist and associate director, international and partnerships, Wilson Centre, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0002-2531-3156.

出版信息

Acad Med. 2019 May;94(5):692-696. doi: 10.1097/ACM.0000000000002597.

DOI:10.1097/ACM.0000000000002597

PMID:30649017

Abstract

PROBLEM

Teaching future doctors the skills necessary to address health disparities is a challenge for medical educators. In response, the authors developed and implemented the Social Pediatrics Research Summer Studentship (SPReSS) program for medical students at the University of Toronto.

APPROACH

The curriculum incorporated research and clinical placements into a formal seminar series. Participating students were required to complete a research project and to write a reflection describing a situation that challenged their thinking. The authors and curriculum developers applied transformative learning principles not only to facilitate critical reflection and learning in the students but also as an innovative approach to program development and evaluation. The authors conducted a thematic analysis of the reflections of 23 students participating in the program in June and July 2013, 2014, and 2015 to evaluate the SPReSS program.

OUTCOMES

The analysis revealed students' empathic responses to marginalized patients, and these responses acted as triggers for critical reflection. Students described feeling empowered to act as advocates and wrote that these feelings were reinforced through faculty members' role modeling. According to their reflections, students found the program both challenging and rewarding, particularly the integration of the clinical and research experiences which made broader sociopolitical phenomena introduced through assigned readings and seminar discussions concrete.

NEXT STEPS

The authors are exploring models, including a fourth-year selective or multiyear longitudinal experience, to support more students. They also hope to involve more community partners and to evaluate long-term outcomes of participants.

摘要

问题

医学教育工作者面临的一个挑战是，教授未来医生解决健康差异所需的技能。为此，作者为多伦多大学的医学生开发并实施了社会儿科学研究暑期学生奖学金（SPReSS）计划。

方法

课程将研究和临床实习纳入正式研讨会系列。参与的学生必须完成一个研究项目，并写一篇描述一个挑战他们思维的情况的反思。作者和课程开发者不仅应用了变革性学习原则来促进学生的批判性反思和学习，而且还将其作为一种创新的方法来进行课程开发和评估。作者对 2013 年 6 月至 7 月、2014 年和 2015 年参加该计划的 23 名学生的反思进行了主题分析，以评估 SPReSS 计划。