艺术视觉和医学教育文献中的量化指标和心理计量尺度：叙事性综述。
Quantitative metrics and psychometric scales in the visual art and medical education literature: a narrative review.
机构信息
Clinical Scholar, National Clinician Scholars Program, Clinical Instructor, Division of Hospital Medicine, Hospitalist, Ann Arbor Va Healthcare System, University of Michigan, Ann Arbor.
Elizabeth Farrand Collegiate Professor of the History of Medicine, Professor, Departments of Medicine and History, University of Michigan, Ann Arbor.
出版信息
Med Educ Online. 2022 Dec;27(1):2010299. doi: 10.1080/10872981.2021.2010299.
Abstract
The authors conduct a narrative review of the quantitative observation metrics and psychometric scales utilized in the visual arts and medical education literature in order to provide medical educators with a 'toolkit' of quantitative metrics with which to design and evaluate novel visual arts-based pedagogies. These efforts are intended to support the AAMC and National Academy of Sciences, Engineering, and Medicine's aims to formally evaluate and integrate arts and humanities curricula into traditional scientific educational programming. The scales reviewed examine a variety of domains including tolerance for ambiguity, bias, burnout, communication, empathy, grit, and mindfulness/reflection. Observation skill, given the heterogeneity of quantitative metrics, is reviewed separately.
摘要
作者对艺术和医学教育文献中使用的定量观察指标和心理计量学量表进行了叙述性综述，以便为医学教育工作者提供一套用于设计和评估新的基于视觉艺术的教学法的定量指标“工具包”。这些努力旨在支持 AAMC 和美国国家科学院、工程院和医学研究院的目标，即将艺术和人文学科课程正式纳入传统的科学教育计划。所审查的量表考察了多种领域，包括对模棱两可、偏见、倦怠、沟通、同理心、毅力和正念/反思的容忍度。鉴于定量指标的异质性，观察技能被单独审查。
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