以目标为导向和以习惯为导向的反思模型，以支持职业身份形成和元认知思维。
Goal-Oriented and Habit-Oriented Reflective Models to Support Professional Identity Formation and Metacognitive Thinking.
作者信息
Linsenmeyer Machelle, Long Goldberry
机构信息
Office of Assessment and Educational Development, West Virginia School of Osteopathic Medicine, Lewisburg, WV 24901 USA.
Department of Creative Writing, University of California Riverside School of Medicine, Riverside, CA 92521 USA.
出版信息
Med Sci Educ. 2023 Feb 23;33(2):569-575. doi: 10.1007/s40670-023-01752-9. eCollection 2023 Apr.
UNLABELLED
Professional identity formation (PIF) is a multi-year, complex, social, and intellectual process that culminates in trainees "thinking, acting, and feeling like a doctor." Some of the processes of PIF, particularly the Hidden Curriculum, may result in suboptimal outcomes in student's cognition, including implicit bias and poor clinical decision-making. Many have recognized the importance of reflective writing, particularly metacognition, in undergraduate medical education. However, there are few concrete examples and explanations for fully integrating reflective writing exercises across multiple situations, experiences, and levels of growth. The authors provide conceptual frameworks, concrete curricular structures, and reflective tools used at two medical schools.
SUPPLEMENTARY INFORMATION
The online version contains supplementary material available at 10.1007/s40670-023-01752-9.
未标注
专业身份形成（PIF）是一个持续多年的、复杂的、社会和智力过程，最终使受训者“像医生一样思考、行动和感受”。PIF的一些过程，尤其是隐性课程，可能导致学生认知方面的不理想结果，包括隐性偏见和不良临床决策。许多人已经认识到反思性写作，特别是元认知，在本科医学教育中的重要性。然而，对于在多种情况、经历和成长阶段全面整合反思性写作练习，几乎没有具体的例子和解释。作者提供了两所医学院使用的概念框架、具体课程结构和反思工具。
补充信息
在线版本包含可在10.1007/s40670-023-01752-9获取的补充材料。
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