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Enhancement of role modelling in clinical educators: A randomized controlled trial

机译:临床教育工作者角色建模的增强:随机对照试验

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Introduction: Role models have an important impact on the professional behavior of medical students. Previous investigations help us understand how to improve role modelling. However, studies aiming at enhancing role modelling among clinical educators are very limited and generally lack comprehensive evaluations of the designed programs. We intended to gather robust evidence on the effectiveness of a longitudinal program for enhancing role modelling. Methods: Clinical educators were divided into intervention and control groups. The longitudinal program, developed based on the exposure phase of the 'Positive Doctor Role Modelling' framework, was delivered during three months of onsite and online sessions. The effectiveness of the program was assessed in three levels of reaction, learning, and behavior. Results: In the intervention group (N = 18), the mean score of satisfaction was 4.7 (SD = 0.5), and the learning (awareness about role modelling) improved significantly after the program (3.33-4.34), comparing to the control group (3.53-3.63). There was no significant difference in terms of behavior improvement between the two groups, before and after the program. Conclusions: Our findings indicate that our longitudinal faculty development program on role modelling was highly appreciated by clinical educators, and improved their awareness and deliberate role modelling.
机译:简介:角色模型对医学生的专业行为产生了重要影响。以前的调查帮助我们了解如何改进角色建模。然而,针对临床教育者之间的角色建模的研究非常有限,通常缺乏对所设计方案的综合评价。我们打算收集有关增强角色建模的纵向计划的有效性的强大证据。方法:临床教育者分为干预和对照组。基于“积极的医生角色建模”框架的曝光阶段开发的纵向计划,在现场和在线会议的三个月内交付。该计划的有效性在三个水平的反应,学习和行为中评估。结果:在干预组(n = 18)中,平均满意度的评分为4.7(SD = 0.5),并且在程序(3.33-4.34)后,学习(关于角色建模的认识),与对照组比较(3.53-3.63)。在计划之前和之后,两组之间的行为改善没有显着差异。结论:我们的研究结果表明,临床教育者的角色建模的纵向教师发展计划受到临床教育者的高度赞赏,并提高了他们的意识和蓄意的角色建模。

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