How doctors learn: the role of clinical problems across the medical school‐to‐practice continuum
How doctors learn: the role of clinical problems across the medical school‐to‐practice continuum
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医生如何学习：临床问题在医学院到实践连续体中的作用
DOI：
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发表时间：
1996
期刊：
影响因子：
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通讯作者：
H. Slotnick
中科院分区：
文献类型：
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作者：
H. Slotnick
作者提出了一个理论，医生如何学习，使用临床问题解决作为其中心特征。他的理论整合了马斯洛、舍恩、诺曼和其他人的见解，声称实习医生和执业医生主要通过从临床经验中获得见解来学习。这些见解使学习者能够解决未来的问题，从而解决学习者对安全，归属和自尊的基本人类需求。确保学生获得这样的见解意味着教师的适当角色是（1）选择学生要解决的问题并提供如何解决这些问题的指导，以及（2）作为如何反思问题及其解决方案和解决方案有效性的榜样。三个原则指导教学在其框架内的学习：（1）学习者，无论是实习医生还是执业医生，寻求解决他们认识到的问题;（2）学习者希望参与自己的学习;（3）教学必须既有时间效率，也展示了学生可以应用他们所学知识的各种方法。最后，作者将这一理论应用于本科教育的一个方面和继续医学教育的一般过程。
The author proposes a theory of how physicians learn that uses clinical problem solving as its central feature. His theory, which integrates insights from Maslow, Schon, Norman, and others, claims that physicians-in-training and practicing physicians learn largely by deriving insights from clinical experience. These insights allow the learner to solve future problems and thereby address the learner's basic human needs for security, affiliation, and self-esteem. Ensuring that students gain such insights means that the proper roles of the teacher are (1) to select problems for students to solve and offer guidance on how to solve them, and (2) to serve as a role model of how to reflect on the problem, its solution, and the solution's effectiveness. Three principles guide instruction within its framework for learning: (1) learners, whether physicians-in-training or practicing physicians, seek to solve problems they recognize they have; (2) learners want to be involved in their own learning; and (3) instruction must both be time-efficient and also demonstrate the range of ways in which students can apply what they learn. The author concludes by applying the theory to an aspect of undergraduate education and to the general process of continuing medical education.