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首页> 外文期刊>Western Journal of Emergency Medicine >A Cognitive Apprenticeship-Based Faculty Development Intervention for Emergency Medicine Educators
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A Cognitive Apprenticeship-Based Faculty Development Intervention for Emergency Medicine Educators

机译：基于认知学徒制的急诊医学教育者教师发展干预

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摘要

In just a few years of preparation, emergency medicine (EM) trainees must achieve expertise across the broad spectrum of skills critical to the practice of the specialty. Though education occurs in many contexts, much learning occurs on the job, caring for patients under the guidance of clinical educators. The cognitive apprenticeship framework, originally described in primary and secondary education, has been applied to workplace-based medical training. The framework includes a variety of teaching methods: scaffolding, modeling, articulation, reflection, and exploration, applied in a safe learning environment. Without understanding these methods within a theoretical framework, faculty may not apply the methods optimally. Here we describe a faculty development intervention during which participants articulate, share, and practice their own applications of cognitive-apprenticeship methods to learners in EM. We summarize themes identified by workshop participants, and provide suggestions for tailoring the application of these methods to varying levels of EM learners. The cognitive-apprenticeship framework allows for a common understanding of the methods used in clinical teaching toward independence. Clinical educators should be encouraged to reflect critically on their methods, while being offered the opportunity to share and learn from others.
机译：在短短的几年准备中，急诊医学（EM）学员必须获得对专科实践至关重要的广泛技能方面的专业知识。尽管在很多情况下进行教育，但是在临床教育工作者的指导下，在工作中也会学习很多东西，照顾病人。最初在小学和中学教育中描述的认知学徒制框架已应用于基于工作场所的医学培训。该框架包括多种教学方法：在安全的学习环境中应用的脚手架，建模，表达，反思和探索。在理论框架内不了解这些方法，教师可能无法最佳地应用这些方法。在这里，我们描述了一种教师发展干预措施，在此过程中，参与者向EM学习者表达，分享和实践自己的认知学徒方法的应用。我们总结了研讨会参与者确定的主题，并提供了针对不同水平的EM学习者量身定制这些方法的建议。认知学徒框架允许对用于独立的临床教学中使用的方法有一个共同的理解。应鼓励临床教育工作者对自己的方法进行批判性思考，同时为他们提供与他人分享和学习的机会。

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