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Preparing medical students as agentic learners through enhancing student engagement in clinical education

机译：通过加强学生对临床教育的参与，使医学生成为代理学习者

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Preparing medical students to be agentic learners is held to be increasingly important. This is because beyond sequencing, enhancing and varying of experiences across university and health care settings, medical students require epistemological agency to optimise their learning. The positioning of students in these settings, and their engagement with these is central to effective medical education. Consequently, when considering both the processes and outcomes of individuals' learning to become a doctor, it is helpful to account for the interrelated pedagogical factors of affordance, guidance, and engagement. Firstly, are the kinds of experiences and interactions that are provided for individuals, referred to here as affordances. Secondly, is how students are guided through these affordances. Finally, how students take up what is afforded them, referred to here as engagement is central to their learning. This paper focuses on the last set of concerns - the bases of student engagement - with particular consideration to how they shape the relations between what experiences (i.e. interactions and activities) are afforded through the medical program and how they elect to engage with them. Evidence from a qualitative study is used to present five salient factors that are central to assist medical students prepare as agentic learners.
机译：使医学生成为中介学习者变得越来越重要。这是因为除了在大学和医疗机构中进行排序，增强和改变体验之外，医学生还需要认识论机构来优化他们的学习。学生在这些环境中的定位以及他们对这些环境的参与对于有效的医学教育至关重要。因此，在考虑个人学习成为医生的过程和结果时，考虑负担能力，指导和参与的相互联系的教学因素是有帮助的。首先，是为个人提供的各种体验和互动，在这里称为赠品。其次，如何引导学生学习这些津贴。最后，学生如何承担所提供的东西，这里称为参与对他们的学习至关重要。本文重点关注最后一组问题-学生参与的基础-特别考虑它们如何塑造通过医疗计划提供的体验（即互动和活动）之间的关系以及他们如何选择与之互动。定性研究的证据用于提出五个显着因素，这是协助医学生准备成为中介学习者的关键。

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