Durand-Moreau Quentin, Abadie Pascale, Bowen François, Fernandez Nicolas
Division of Preventive Medicine, University of Alberta, Alberta, Canada.
Département de psychopédagogie et d'andragogie, Faculté des sciences de l'éducation, Université de Montréal, Quebec, Canada.
Can Med Educ J. 2025 Jul 2;16(3):67-73. doi: 10.36834/cmej.80740. eCollection 2025 Jul.
Instruction to the Double is a method used in work psychology. Its key interest is that it bridges the gap between real and prescribed work. From a theoretical standpoint, Instruction to the Double is embedded in Vygotskian socio-constructivism. It aims at developing the learners' power to act. In practice, learners select a practical situation from their work experience and participate in an interview where the learner presents step-by-step instructions to a facilitator as to how intervene in that situation. The facilitator must focus on the , rather than the . Learners subsequently access the recorded interview and transcript. The method's potential for development resides in surprising learners with the discrepancy between what they think they do, and what they say they do. Such discrepancy facilitates learner's development of their power to act. Instruction to the Double can be a promising learning method in medical education, especially for post-graduate and continuing professional development learners.
双重指令法是工作心理学中使用的一种方法。其核心关注点在于弥合实际工作与规定工作之间的差距。从理论角度来看，双重指令法植根于维果茨基的社会建构主义。它旨在培养学习者的行动能力。在实践中，学习者从工作经历中选取一个实际情境，并参与一次访谈，在访谈中学习者向一名引导者逐步说明如何介入该情境。引导者必须关注的是……，而非……。学习者随后获取录制的访谈内容和文字记录。该方法的发展潜力在于让学习者惊讶于他们自认为所做之事与所说所做之事之间的差异。这种差异有助于学习者发展其行动能力。双重指令法在医学教育中可能是一种很有前景的学习方法。尤其适用于研究生和继续职业发展学习者。 （注：原文中“focus on the, rather than the.”部分表述不完整，未明确具体内容）
