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Teachers? mindsets in medical education: A pilot survey of clinical supervisors

机译：老师？ 医学教育的心态：临床监督员的试验调查

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Purpose: Current medical education models maintain that competencies such as professionalism and communication can be taught; however, some argue that certain attributes that make up these competencies, such as empathy, are fixed. Teachers? implicit theories, or mindsets (beliefs about the fixed versus learnable nature of human attributes) have been shown to impact their teaching and assessment practices; but little work has explored mindsets in medical education. We examined clinical supervisors? mindsets of two cognitive attributes (intelligence and clinical reasoning) and two affective attributes (moral character and empathy). Methods: Clinical supervisors (n?=?40) from three specialities completed a survey designed to measure mindsets using two existing instruments for intelligence and moral character and 18 new items for clinical reasoning and empathy. Participants completed the survey twice for test-retest reliability (n?=?25). Results: New items had satisfactory psychometric properties. Clinical supervisors? mindsets were mixed. Only 8% of participants saw clinical reasoning as fixed while more saw empathy (45%), intelligence (53%), and moral character (53%) as fixed ? running counter to current educational models that characterize these attributes as learnable. Conclusion: This study provides evidence supporting the use of these new tools to measure mindsets that may help to better understand the impact of mindsets on medical education.
机译：目的：目前的医学教育模式保持专业和沟通等能力;但是，有些人认为构成这些能力的某些属性，例如同理心，是固定的。老师？隐含的理论或心态（关于固定与人类属性的学习性质的信仰）已经显示出影响他们的教学和评估实践;但小型工作探索了医学教育的心态。我们检查了临床监督员吗？两个认知属性（智力和临床推理）和两个情感属性（道德品格和同理心）的Mindsets。方法：来自三种专业的临床监督员（N？= 40）完成了一项调查，旨在使用两个现有的智力和道德特征和18项临床推理和移情项目来测量Mindsets的调查。参与者完成了两次调查以进行测试 - 重保持可靠性（n？=？25）。结果：新物品具有令人满意的心理测量性能。临床监督员？心态混合了。只有8％的参与者认为临床推理是固定的，而持续的同情（45％），智力（53％）和道德特征（53％）一样固定？运行计数器到当前的教育模型，这些模型将这些属性描述为可学习。结论：本研究提供了支持使用这些新工具来衡量可能有助于更好地理解心态对医学教育影响的心态的证据。

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