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从“案例分析”谈医学院校导师如何改进对被指导者的考评反馈

李玥 魏怡真 朱惠娟 刘继海 薛华丹 张抒扬

李玥, 魏怡真, 朱惠娟, 刘继海, 薛华丹, 张抒扬. 从“案例分析”谈医学院校导师如何改进对被指导者的考评反馈[J]. 协和医学杂志, 2020, 11(1): 115-118. doi: 10.3969/j.issn.1674-9081.20180447
引用本文: 李玥, 魏怡真, 朱惠娟, 刘继海, 薛华丹, 张抒扬. 从“案例分析”谈医学院校导师如何改进对被指导者的考评反馈[J]. 协和医学杂志, 2020, 11(1): 115-118. doi: 10.3969/j.issn.1674-9081.20180447
Yue LI, Yi-zhen WEI, Hui-juan ZHU, Ji-hai LIU, Hua-dan XUE, Shu-yang ZHANG. From A Case Scenario: How Do Medical Mentors Give Feedbacks to Mentees?[J]. Medical Journal of Peking Union Medical College Hospital, 2020, 11(1): 115-118. doi: 10.3969/j.issn.1674-9081.20180447
Citation: Yue LI, Yi-zhen WEI, Hui-juan ZHU, Ji-hai LIU, Hua-dan XUE, Shu-yang ZHANG. From A Case Scenario: How Do Medical Mentors Give Feedbacks to Mentees?[J]. Medical Journal of Peking Union Medical College Hospital, 2020, 11(1): 115-118. doi: 10.3969/j.issn.1674-9081.20180447

从“案例分析”谈医学院校导师如何改进对被指导者的考评反馈

doi: 10.3969/j.issn.1674-9081.20180447
基金项目: 

北京协和医学院青年教师培养项目 2015zlgc0706

详细信息
    通讯作者:

    张抒扬 电话:010-69155810, E-mail:shuyangzhang103@163.com

  • 中图分类号: G645

From A Case Scenario: How Do Medical Mentors Give Feedbacks to Mentees?

More Information
  • 摘要: 本文通过分析北京协和医院临床教学案例, 重点阐述医学院校临床及转化医学导师所需具备的核心能力。围绕"如何做好被指导者的考评反馈"工作, 首先提出案例所涉及的问题以及这些问题反映的导师制内涵即导师需具备的核心能力, 进而对问题逐一进行深入分析, 如导师类型和关系、导师应具备的沟通与管理能力、心理社会支持能力、职业规划能力等, 结合上述能力分析逐一提出相应的解决方案。
    利益冲突  无
  • [1] Sambunjak D, Straus SE, Marusic A. Mentoring in academic medicine:a systematic review[J]. JAMA, 2006, 296:1103-1115. doi:  10.1001/jama.296.9.1103
    [2] Abedin Z, Biskup E, Silet K, et al. Deriving competencies for mentors of clinical and translational scholars[J]. Clin Trans Sci, 2012, 5:273-280. doi:  10.1111/j.1752-8062.2011.00366.x
    [3] Chopra V, Arora VM, Saint S. Will you be my mentor? Four archetypes to help mentees succeed in academic medicine[J]. JAMA Intern Med, 2018, 178:175-176. doi:  10.1001/jamainternmed.2017.6537
    [4] Straus SE, Johnson MO, Marquez C, et al. Characteristics of successful and failed mentoring relationship:A qualitative study across two academic health centers[J]. Acad Med, 2013, 88:82-89. doi:  10.1097/ACM.0b013e31827647a0
    [5] Huskins WC, Silet K, Weber-Main AM, et al. Identifying and aligning expectations in a mentoring relationship[J]. Clin Transl Sci, 2011, 4:439-447. doi:  10.1111/j.1752-8062.2011.00356.x
    [6] Sanfey H, Hollands C, Gantt NL. Strategies for building an effective mentoring relationship[J]. Am J Surg, 2013, 206:714-718. doi:  10.1016/j.amjsurg.2013.08.001
    [7] Bickel J, Rosenthal SL. Difficult issues in mentoring:recommendations on making the "undiscussable" discussable[J]. Acad Med, 2011, 86:1229-1234. doi:  10.1097/ACM.0b013e31822c0df7
    [8] Vincent BJ, Scholes C, Staller MV, et al. Yearly planning meetings:individualized development plans aren't just more paperwork[J]. Mol Cell, 2015, 58:718-721. doi:  10.1016/j.molcel.2015.04.025
    [9] Zerzan JT, Hess R, Schur E, et al. Making the most of mentors:A guide for mentees[J]. Acad Med, 2009, 84:140-144. doi:  10.1097/ACM.0b013e3181906e8f
    [10] Pfund C, House SC, Asquith P, et al. Training mentors of clinical and translational research scholars:A randomized controlled trial[J]. Acad Med, 2014, 89:774-782. doi:  10.1097/ACM.0000000000000218
    [11] DeCastro R, Sambuco D, Ubel PA, et al. Mentor networks in academic medicine:moving beyond a dyadic conception of mentoring for junior faculty researchers[J]. Acad Med, 2013, 88:488-496. doi:  10.1097/ACM.0b013e318285d302
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出版历程
  • 收稿日期:  2018-11-16
  • 刊出日期:  2020-01-30

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