照亮教师机构的反故事:在学术医学中对医生教育工作者的五年纵向定性研究
Dorene F Balmer1, Samuel A Rosenblatt2, A Emiko Blalock3
1Department of Paediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA.
Medical teacher
|March 9, 2024
概括
医生教育工作者可以通过优先考虑有意义的工作而不是机构期望来导航职业进步. 教师机构使学术医学中的其他途径成为可能,为教育工作者重新定义了成功.
科学领域:
- 医学教育 医学教育
- 学术医学 学术医学
- 教师发展学院发展学院
背景情况:
- 医生教育工作者面临着追求职业晋升的行政角色的压力.
- 这些角色可能与教育工作者希望在医学教育中做有意义的工作不一致.
- 在学术医学中,机构期望和个人成就之间存在着紧张关系.
研究的目的:
- 描述和分析医生教育者的观点和行动.
- 了解如何应对指导节目与从事有意义的教育工作之间的冲突.
- 探索教育工作者如何应对职业进步压力.
主要方法:
- 在五年内进行了纵向研究.
- 从三个医生教育工作者采访成绩单的叙事分析.
- 利用教师代理的理论 (战略视角和战略行动).
主要成果:
- 医生教育者考虑了他们的角色,并优先考虑有意义的工作,而不是职业进步的期望.
- 教师的行动表现不同:离开学术医学,减少临床职责,或减少领导角色.
- 参与者的行动与传统的职业发展规范相抵触.
结论:
- 教师机构为了解医生教育工作者的职业导航提供了一个框架.
- 反叙述强调了教育工作者的替代职业道路和潜在的未来.
- 这项研究重新定义了医生教育者在学术医学中的职业成功.
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