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首页> 外文期刊>Medical teacher >Development of a phenomenologically derived method to assess affective learning in student journals following impactive educational experiences
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Development of a phenomenologically derived method to assess affective learning in student journals following impactive educational experiences

机译：开发透明教育经验后学生期刊评估情感学习的现象学衍生方法

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摘要

Background: Assessment of affective learning (AL) is difficult but important, particularly for health professional students, where it is intimately linked to the development of professional values. This study originally aimed to determine whether an emotionally impactive, extended, multimethod, interprofessional simulation experience enhanced the AL of senior medical students, compared to conventional seminars and workshops alone. This necessitated the development of a method to assess for the presence and quality of AL.Methods: We developed a double hermeneutic method, derived from Smith's Interpretative Phenomenological Analysis, to identify examples of AL, according to Krathwohl's hierarchy (receiving, responding, valuing, organization, characterization), in the journals of students from each arm of a randomized educational trial. Three assessors rated the highest level of AL seen in each journal and then we compared ratings from the two study arms.Results: A total of 135 journals were available for assessment (81 Intervention, 54 Control). The method proved to be effective in identifying and characterizing examples of uniprofessional and interprofessional AL. The median level identified in Intervention journals (valuing) was significantly higher than Control journals (responding, p<0.0001).Conclusions: The method described provides a means to assess affective learning among health professional students. An extended, immersive simulation experience appears to enhance affective learning.
机译：背景：情感学习的评估（AL）是困难的，但重要的，特别是对于健康专业学生来说，与专业价值观的发展密切相关。这项研究最初旨在确定情绪上的Implivally，延长，多国内议会，互信模拟经验增强了高级医学生的AL，与单独的常规研讨会和研讨会相比。这需要开发用于评估Al.Methods的存在和质量的方法：我们开发了一种从史密斯的解释性现象学分析的双诠释学方法，以确定Al的实例，根据Krathwohl的层次结构（接收，响应，重估，组织，特征），在随机教育审判的每只手臂的学生期刊中。三个评估员评为每个日记中所见的最高水平，然后我们比较了两项研究武器的评级。结果：可以获得135个期刊进行评估（81干预，54个控制）。该方法证明是有效的识别和表征独立和思想al的例子。干预期刊（重估）中鉴定的中位水平明显高于控制期刊（响应，P <0.0001）。结论：所描述的方法提供了评估卫生专业学生之间情感学习的方法。延伸，沉浸式模拟经验似乎增强了情感学习。

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  • 来源
    《Medical teacher》 |2017年第12期|共11页
  • 作者

    Rogers Gary D.; Mey Amary; Chan Pit Cheng;

  • 作者单位

    Griffith Univ Sch Med Gold Coast Australia;

    Griffith Univ Hlth Inst Dev Educ &

    Scholarship Hlth IDEAS Gold Coast Australia;

    Griffith Univ Sch Med Gold Coast Australia;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 医药、卫生;
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