• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Medical teacher >Learning to learn: A qualitative study to uncover strategies used by Master Adaptive Learners in the planning of learning
【24h】

Learning to learn: A qualitative study to uncover strategies used by Master Adaptive Learners in the planning of learning

机译：学习学习：在学习规划中，对硕士自适应学习者使用的揭示策略的定性研究

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Background: The ability to adapt expertise to both routine and uncommon situations, termed adaptive expertise, has been suggested as a necessary skill for physicians. The Master Adaptive Learner (MAL) framework proposes four phases necessary to develop adaptive expertise. The first phase, "planning" for learning, includes three stages: identification of gaps, prioritization of gaps, and identification of learning resources. This study explored key strategies used by MALs in "planning" for learning. Methods: Focus groups were used to identify strategies that successful postgraduate trainees use to plan learning. Researchers analyzed transcripts using constant comparison analysis and grounded theory to guide the generation of themes. Results: 38 participants, representing 14 specialties, participated in 7 focus groups. Six key strategies used in the "planning" phase of learning were found. During gap identification, they used performance-driven gap identification and community-driven gap identification. To prioritize gaps, they used the schema of triage and adequacy. To identify resources they used intentional adaptation and weighted curation. Barriers such as lack of time and inexperience were noted. Conclusions: MALs use six strategies to plan learning, using patients, health-care team roles, and clinical questions to guide them. Understanding these strategies can help educators design learning opportunities and overcome barriers.
机译：背景：为医生的必要技能建议，适应常规和不常见情况的专业知识的能力作为适应性专业知识。主自适应学习者（MAL）框架提出了开发自适应专业知识所必需的四个阶段。第一阶段“计划”学习，包括三个阶段：识别差距，差距的优先级，以及识别学习资源。本研究探讨了MALS在“规划”中使用的关键策略。方法：焦点小组用于识别成功研究生培训人员用来计划学习的策略。研究人员使用恒定的比较分析和接地理论分析了转录物，以指导主题的产生。结果：38名参与者，代表14种专业，参加了7个焦点小组。找到了“规划”学习阶段的六个关键策略。在间隙识别期间，它们使用性能驱动的间隙识别和社区驱动的差距识别。优先考虑差距，他们使用了分类的架构和充分性。识别他们使用有意适应和加权策择的资源。注意到缺乏时间和缺乏经验的障碍。结论：MALS使用六种策略来计划学习，使用患者，保健团队角色和临床问题来指导它们。了解这些策略可以帮助教育工作者设计学习机会并克服障碍。

著录项

  • 来源
    《Medical teacher》 |2019年第11期|共11页
  • 作者

    Regan Linda; Hopson Laura R.; Gisondi Michael A.; Branzetti Jeremy;

  • 作者单位

    Johns Hopkins Univ Sch Med Dept Emergency Med Emergency Med Residency Program Baltimore MD USA;

    Univ Michigan Sch Med Dept Emergency Med Ann Arbor MI USA;

    Stanford Univ Sch Med Dept Emergency Med Educ Stanford CA 94305 USA;

    NYU Sch Med Dept Emergency Med Emergency Med Residency Program New York NY USA;

  • 收录信息
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 医药、卫生;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号