一个初级教师发展计划如何影响倦怠? 一个混合方法评估评估
Timothy D Riley1, Jessica A Parascando1, Erika VanDyke2
1Department of Family and Community Medicine, Penn State College of Medicine, Hershey, PA, USA.
在开发计划期间,初级教师的倦怠和生活质量恶化,尽管有网络和技能建设的好处. 计划设计和评估应优先考虑参与者的福祉.
科学领域:
- 医学教育 医学教育
- 教师发展学院发展学院
- 职业健康 职业健康 职业健康
背景情况:
- 在学术医学的初级教师中,倦怠很普遍.
- 专业发展计划旨在提高参与度和减轻倦怠.
- 宾夕法尼亚州立医学院的初级教师发展计划 (JFDP) 观察到参与者的倦怠程度增加.
研究的目的:
- 量化三个队伍的JFDP参与者中燃烧和生活质量的变化.
- 探索参与者在项目期间所经历的幸福感和倦怠感的来源.
主要方法:
- 采用了一种顺序解释性的混合方法方法.
- 在项目的开始和结束时进行了评估倦怠,生活质量,工作满意度和工作家庭冲突的调查.
- 与过去的参与者进行了半结构化访谈,以探索他们与倦怠的经历.
主要成果:
- 与患者/学习者/客户/同事互动相关的倦怠显著增加 (P=.005),生活质量下降 (P=.02) 从计划开始到结束.
- 在其他燃烧类别,工作家庭冲突和工作满意度中观察到恶化的趋势.
- 采访主题突出了竞争的需求,如燃烧风险和网络和专业成长作为保护因素.
结论:
- 在JFDP期间,初级教师参与者经历了增加的倦怠和生活质量的下降.
- 尽管对福利产生了负面影响,但参与者获得了技能发展和网络机会等好处.
- 教师发展计划的设计和评估必须考虑它们对参与者福祉的影响.
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