医学学生在农村地区医院的分布式培训平台上学习。
Medical student learning on a distributed training platform in rural district hospitals.
机构信息
Department of Family Medicine, Faculty of Health Sciences, University of KwaZulu-Natal, Durban.
出版信息
Afr J Prim Health Care Fam Med. 2024 Aug 26;16(1):e1-e8. doi: 10.4102/phcfm.v16i1.4539.
BACKGROUND
Decentralising medical school training enhances curriculum relevance, exposing students to generalist patient care in diverse contexts.
AIM
The aim of the study was to understand the student experiences of learning during their 7-week Family Medicine rural rotation.
SETTING
Final year medical students who had completed their Family Medicine rotation in November 2022.
METHODS
A qualitative study involving 24 final year students (four semi- structured interviews and four focus group discussions [4 x 5 students]). All interviews were recorded, transcribed verbatim and analysed thematically.
RESULTS
Analysis revealed positive learning experiences and identified the following themes: taking responsibility for learning, the generalist context, teaching and learning in context and managing the learning environment.
CONCLUSION
Active participation in hospital activities, exposure to disorientating dilemmas that challenged assumptions and reflection on these experiences led to transformative learning and knowledge co-construction.Contribution: The study contributes to the discussion and reinforces the advantages of distributed, experiential training, highlighting the positive impact of meaningful participation and transformative learning opportunities.
背景
将医学院培训去中心化可以增强课程的相关性，让学生在不同的环境中接触到通才的患者护理。
目的
本研究旨在了解学生在家庭医学农村轮转期间的学习体验。
设置
2022 年 11 月完成家庭医学轮转的最后一年医学生。
方法
这是一项涉及 24 名最后一年学生的定性研究（四次半结构化访谈和四次焦点小组讨论[每组 5 名学生]）。所有访谈均进行了录音、逐字转录并进行了主题分析。
结果
分析揭示了积极的学习体验，并确定了以下主题：承担学习责任、通才背景、在背景中进行教学和学习以及管理学习环境。
结论
积极参与医院活动、接触令人困惑的困境挑战假设以及对这些经验的反思导致了变革性学习和知识共建。
贡献
该研究促进了对分布式、体验式培训的讨论，并强调了有意义的参与和变革性学习机会的积极影响。
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