Teaching and Learning Resilience: Building Adaptive Capacity for Rural Practice. A Report and Subsequent Analysis of a Workshop Conducted at the Rural Medical Educators Conference, Savannah, Georgia, May 18, 2010
Teaching and Learning Resilience: Building Adaptive Capacity for Rural Practice. A Report and Subsequent Analysis of a Workshop Conducted at the Rural Medical Educators Conference, Savannah, Georgia, May 18, 2010
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DOI：
10.1111/j.1748-0361.2011.00376.x
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发表时间：
2012-03-01
影响因子：
4.9
通讯作者：
Florence, Joseph
中科院分区：
文献类型：
--
作者：
Longenecker, Randall;Zink, Therese;Florence, Joseph
目的：韧性，即忍受和克服困难的能力，已被建议作为农村医疗实践的基本能力。不幸的是，对于医师教育工作者来说，医学教育文献仅为培养这种适应能力提供了有限的指导。我们描述了 2010 年农村医学教育者年会上举办的为期一天的课程开发研讨会的过程和随后的分析。方法：50 名管理人员、教师和学生参加者单独反思并分组工作，构建关键课程组成部分和教授这种能力的方式。在会议之前，参与者被要求提交一个关于复原力的个人故事。收到的 22 个叙述分布在 8 个小组中，为小组讨论提供了要点，其中每个小组都确定了关于韧性教学和学习的关键概念，构建了概念图，并开发了向所有会议参与者展示的课程。使用内容分析技术对概念图、课程大纲和演示期间的笔记进行了分析。调查结果：数据强调了以下方面的重要性：(1) 将困难视为成长的机会；(2) 将韧性视为个人和社区的财产；(3) 追求适应能力而不是坚韧；(4) 建立在实践中学习这种能力的终身模式。建议采用具体的教学模式，包括个人反思时间和小组活动。结论：据我们所知，这是为农村博士前和住院医师教育中的弹性教学定义和开发医学课程的首次努力。
Purpose: Resilience, the capacity to endure and overcome hardship, has been suggested as a basic competency for rural medical practice. Unfortunately for physician educators, the medical education literature offers only limited guidance for nurturing this adaptive capacity. We describe the process and subsequent analysis of a daylong curriculum development workshop conducted at the annual meeting of Rural Medical Educators in 2010.Methods: Fifty administrator, faculty and student attendees reflected individually and worked in groups to construct key curricular components and modalities for teaching this competency. Prior to the meeting, participants were asked to submit a personal story about resilience. The 22 narratives received were distributed across 8 groups and provided the grist for the small group discussions, in which each group identified key concepts for teaching and learning about resilience, constructed a concept map, and developed a curriculum that was presented to all session participants. Concept maps, curriculum outlines and notes taken during the presentations were analyzed using content analysis techniques.Findings: Data highlight the importance of ( 1) embracing hardship as an opportunity for growth, ( 2) viewing resilience as both an individual and community property, ( 3) pursuing adaptability more than hardiness, and ( 4) setting a lifelong pattern of learning this competency in practice. Specific teaching modalities are suggested including individual reflective time and group activities.Conclusions: To our knowledge this represents a first effort to define and develop a medical curriculum for teaching resiliency in rural predoctoral and residency education.