背景:计算障碍被定义为特定的学习差异或神经多样性。尽管在研究生医学教育(PGME)中采取了促进包容性和解决差异成就的举措,计算障碍仍然是一个未开发的区域。
方法:使用解释主义者,建构主义者,定性方法论,这项范围界定研究探讨了PGME教育工作者的态度,理解和感知的挑战,支持医生训练(DiT)与计算障碍。通过有目的的抽样,半结构化访谈和反身主题分析,探讨了十位威尔士PGME教育工作者的故事。
结果:出现了与缺乏教育者知识有关的多个主题,计算障碍学习者的经验和认同。参与者作为教育者和临床医生的角色有着千丝万缕的联系,PGME被视为深深植根于社交互动中。总的来说,对患有计算障碍的医生的积极态度支持了以DiT为中心的强烈支持学习的方法,受到潜在患者安全相关风险的不确定性的影响。将自己视为学习者,鉴于缺乏可用的计算障碍培训,教育工作者将教育者与学习者的关系视为主要的学习途径,经验带来信心。
结论:总体而言,教育者认为需要更大的计算障碍意识,理解和知识,先发制人的培训和循证培训,可行的指导介绍。尽管方法上的局限性是固有的,这项研究构建了新颖的,有关PGME中计算障碍的教育工作者的详细了解,为今后的研究提供依据。
BACKGROUND: Dyscalculia is defined as a specific learning difference or neurodiversity. Despite a move within postgraduate medical education (PGME) towards promoting inclusivity and addressing differential attainment,
dyscalculia remains an unexplored area.
METHODS: Using an interpretivist, constructivist, qualitative methodology, this scoping study explores PGME educators\' attitudes, understanding and perceived challenges of supporting doctors in training (DiT) with dyscalculia. Through purposive sampling, semi-structured interviews and reflexive thematic analysis, the stories of ten Wales-based PGME educators were explored.
RESULTS: Multiple themes emerged relating to lack of educator knowledge, experience and identification of learners with
dyscalculia. Participants\' roles as educators and clinicians were inextricably linked, with PGME seen as deeply embedded in social interactions. Overall, a positive attitude towards doctors with
dyscalculia underpinned the strongly DiT-centred approach to supporting learning, tempered by uncertainty over potential patient safety-related risks. Perceiving themselves as learners, educators saw the educator-learner relationship as a major learning route given the lack of dyscalculia training available, with experience leading to confidence.
CONCLUSIONS: Overall, educators perceived a need for greater
dyscalculia awareness, understanding and knowledge, pre-emptive training and evidence-based, feasible guidance introduction. Although methodological limitations are inherent, this study constructs novel, detailed understanding from educators relating to dyscalculia in PGME, providing a basis for future research.