医生的终身学习之旅:对持续专业发展斗争的叙事分析
Louise M Allen1,2, Dorene Balmer3,4, Lara Varpio3,4
1Department of Medical Education, Melbourne Medical School, The University of Melbourne, Melbourne, Victoria, Australia.
Medical education
|April 12, 2024
概括
医生发现持续专业发展 (CPD) 具有挑战性的研究生医学教育 (GME). 学习往往是不优先考虑的,医生们很难识别需求并获得相关的,认可的资源.
科学领域:
- 医学教育 医学教育
- 医生学习 医生学习
- 终身学习是一项终身学习.
背景情况:
- 持续专业发展 (CPD) 在医生参与方面面临挑战.
- 当前的CPD系统通常被认为是不切实际的,与实践脱节.
- 医生从结构化的研究生医学教育 (GME) 过渡到独立的CPD学习是复杂的.
研究的目的:
- 探索医生如何看待自己作为GME后的学习者.
- 了解医生在整个职业生涯中对终身学习的参与.
- 在医生CPD旅程中识别挑战和促进者.
主要方法:
- 采用了叙事调查和整体叙事分析.
- 与12名医生进行了个别采访,涉及各种各样的子专业和实践环境.
- 用时间线和故事弧重新讲述参与者的学习旅程.
主要成果:
- 医生在从GME转移到CPD时经历了一个令人困惑的转变,失去正式的支持结构.
- 患者护理始终优先于学习,影响了CPD的参与.
- 医生很难识别学习需求,并且经常诉诸于易于获得但不一定相关的学习活动或资源.
结论:
- 现有的CPD系统装备不足以支持从GME过渡的医生.
- 有意义的学习需要解决CPD参与的多方面的障碍.
- 未来的CPD创新应该考虑影响医生学习的因素的复杂相互作用.
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