如何在充满挑战和不确定性的时期指导学生的专业发展。
How to coach student professional development during times of challenges and uncertainties.
机构信息
Department of Rheumatology, Radboud University Nijmegen Medical Centre NL, Nijmegen, Netherlands.
Department of Internal Medicine, Radboud University Nijmegen Medical Centre NL, Nijmegen, Netherlands.
出版信息
BMC Med Educ. 2023 Aug 22;23(1):600. doi: 10.1186/s12909-023-04588-4.
BACKGROUND
What we teach our (bio)medical students today may differ from the future context under which they will operate as health professionals. This shifting and highly demanding profession requires that we equip these students with adaptive competencies for their future careers. We aimed to develop a framework to promote and facilitate professional development from day one, guided by self-awareness and self-directed learning.
APPROACH
Based on self-directed, transformative and experiential learning, patient involvement and teamwork, we developed a 3-year longitudinal personal-professional development (LPPD) program in the (bio)medical sciences undergraduate curriculum to stimulate self-driven professional development in a variable context. Through group meetings and individual coach consultations, students address topics such as self-awareness, self-directed and lifelong learning, collaboration, well-being and resilience. To drive learning students receive extensive narrative feedback on an essay assignment.
EVALUATION
Experiences and outcomes were evaluated with questionnaires and in-depth interviews. Students and coaches value personal and professional development in a safe learning environment that encourages self-exploration, diversity and connection. Over time, students show more self-awareness and self-directedness and increasingly apply trained skills, resulting in professional identity formation. Students need more clarification to understand the concept of assessment as learning.
IMPLICATIONS
With the generic content of a longitudinal program embedded in a meaningful environment, the personal and professional development of students can be facilitated and stimulated to face future challenges. When translating to other curricula, we suggest considering the complexity of professional development and the time expenditure needed for students to explore, experiment and practice. An early start and thorough integration are recommended.
背景
我们今天教授给（生物）医学专业学生的知识，可能与他们未来作为医疗保健专业人员所面临的情况有所不同。这个不断变化且要求极高的职业要求我们为这些学生提供适应未来职业的能力。我们旨在制定一个框架，以促进和促进从第一天开始的专业发展，以自我意识和自我指导学习为指导。
方法
基于自我指导、转型和体验式学习、患者参与和团队合作，我们在（生物）医学本科课程中开发了一个为期 3 年的纵向个人专业发展（LPPD）计划，以在多变的背景下激发学生自主的专业发展。通过小组会议和个人教练咨询，学生们解决自我意识、自我指导和终身学习、协作、福祉和适应力等问题。为了推动学习，学生们会收到一篇论文作业的详细叙述性反馈。
评估
通过问卷调查和深入访谈评估了经验和结果。学生和教练都重视在安全的学习环境中进行个人和专业发展，这种环境鼓励自我探索、多样性和联系。随着时间的推移，学生表现出更多的自我意识和自我指导能力，并越来越多地应用所训练的技能，从而形成专业身份。学生需要更多的澄清来理解评估作为学习的概念。
意义
通过将纵向计划的通用内容嵌入有意义的环境中，可以促进和激发学生的个人和专业发展，以应对未来的挑战。在将其翻译到其他课程时，我们建议考虑专业发展的复杂性以及学生探索、实验和实践所需的时间投入。建议尽早开始并进行全面整合。
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