"同情心,当我忙的时候,第一个被抛弃的情绪". 为了保持我们共同的人性而进行的斗争
Lorna Davin1, Jill Thistlethwaite2, Emma Bartle3
1University of Notre Dame.
MedEdPublish (2016)
|December 11, 2023
概括
医疗实习生最初努力平衡同情与临床需求,经常将患者护理重新定义为管理. 然而,提高自我效能使他们能够重新整合同情和能力,认识到成为一名优秀的医生包括善良.
科学领域:
- 医学教育 医学教育
- 情感学习是一种情感学习.
- 专业社会化 职业社会化
背景情况:
- 医学学生和初级医生的社会化显著塑造了情感学习.
- 了解情感学习如何通过实践演变仍然是医学教育的一个挑战.
- 医学实践中的同情心是探索情感发展的一个关键领域.
研究的目的:
- 探索医疗实习生如何在临床实践的第一年学会表达同情心.
- 确定对实习生发展同情心的影响,无论是积极的还是消极的.
- 在医学中使用同情心作为中心主题来解开情感学习.
主要方法:
- 质量研究涉及八名医疗实习生在他们的第一年实践.
- 通过反思性期刊和非结构化访谈收集的数据.
- 对个别叙事的专题分析,以了解与同情心的斗争.
主要成果:
- 实习生由于临床复杂性和相互竞争的要求,很难保持富有同情心的愿望.
- 情绪不安导致了从同情转向'患者管理'的方法.
- 与生物医学能力相关的自我效能增加,使实习生能够以后将同情与能力相协调.
结论:
- 实习生的反思揭示了情感上的脆弱性,害怕失败,完美主义削弱了自我效能.
- 风险回避行为是作为保护他们医生身份的防御机制而出现的.
- 建议包括培养自我理解,自我同情和安全的参与联系,以应对愤世嫉俗.
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