Cognitive Apprenticeship Learning in Paediatric Clinical Settings
Cognitive Apprenticeship Learning in Paediatric Clinical Settings
复制标题
儿科临床环境中的认知学徒学习
DOI：
10.2174/1876519x01205010001
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
T. Balslev
中科院分区：
文献类型：
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作者：
K. Linnet;L. B. Andersen;T. Balslev
目的：认知学徒学习旨在提高学习者的理解能力和临床诊断反应能力.本研究的目的是描述的可行性，认知学徒遭遇在临床儿科设置的时间消耗方面，并描述了学习者和教师的行为方面的遭遇。研究方法：这项研究的基础上，从485个自我报告中填写的参与学习者在3个月的质量改进项目在丹麦儿科部门进行的数据。在多次讲习班上对教师和学员进行认知学徒技能培训。共有59名不同的学习者参加，4名是医学生，49名是居民，6名是儿科专家。共有75名教师参加。结果：教师和学习者之间的学徒接触平均持续9分钟（范围2-120）。在47%的接触中，教师和学生一起检查孩子。在91%的接触中，学习者报告说他或她的知识受到挑战，在92%的接触中，学习者和教师用语言表达了他们的临床诊断推理过程。77%的人报告了实现学习目标的教育战略。结论：认知学徒学习是儿科教学中一种可行的教学方法.中位时间为9分钟（范围2-120）。几乎所有的学习者都报告说，在遇到挑战。几乎一半的接触包括教师和学习者对患者的联合检查。
Objectives: Cognitive apprenticeship learning focuses on improving understanding and clinical diagnostic rea- soning among learners. The aim of this study was to describe the feasibility of cognitive apprenticeship encounters in clinical paediatric settings in terms of time consumption; and to describe the encounters in terms of learner and teacher behavior. Methods: This study was based on data from 485 self-reports filled in by participating learners during a 3-month quality improvement project conducted at three Danish paediatric departments. Teacher and learner cognitive apprenticeship skills training took place at repeated workshops. A total of 59 different learners participated, 4 were medical students, 49 were residents, and 6 were specialists in pediatrics. A total of 75 different teachers participated. Results: Apprenticeship encounters between teachers and learners lasted median 9 (range 2-120) minutes. In 47% of the encounters, the teacher and learner examined the child together. In 91% of the encounters, the learner reported that his or her knowledge was challenged and in 92% of the encounters, the learners and the teachers verbalized their clinical diag- nostic reasoning processes. Educational strategies to reach learning objectives were reported in 77%. Conclusions: Cognitive apprenticeship learning was a feasible approach to teaching and learning in paediatric depart- ments. Median 9 (range 2-120) minutes were used for the encounters. Almost all learners reported being challenged dur- ing the encounter. Almost half of the encounters included a joint teacher and learner examination of a patient.