不仅仅是保持能力:对医生如何概念化和参与终身学习的定性研究
Bridget C O'Brien1, Sally Collins2, Lindsey M Haddock3
1Professor in the Department of Medicine and an education scientist, Center for Faculty Educators, University of California, San Francisco, San Francisco, California, US.
Perspectives on medical education
|July 8, 2024
概括
医生追求终身学习,以获得能力,个人成长和专业管理,而不仅仅是为了保持执照. 这种持续的医学教育包括知识,技能和更广泛的专业发展.
科学领域:
- 医学教育 医学教育
- 医生专业发展医生专业发展
背景情况:
- 医生需要终身学习才能获得执照和优质的患者护理.
- 目前对医生终身学习的理解仅限于监管要求.
- 驱动医生学习的超越义务的目的和过程仍然未被探索.
研究的目的:
- 探索学术医生如何构想终身学习.
- 调查医生终身学习的目的,内容领域和过程.
主要方法:
- 用解释主义方法进行定性采访研究.
- 34名学术医生在2019年从一个机构招聘.
- 对面试数据进行主题分析.
主要成果:
- 医生终身学习有三个目的:保持能力,个人成长和专业管理.
- 学习重点是医学知识和临床技能,也包括沟通,领导和团队合作.
- 医生通过上下文,社会和个人过程参与学习.
结论:
- 学术医生从事终身学习的原因不仅仅是单纯的能力.
- 终身学习涵盖了广泛的内容领域,不仅仅是医学知识和临床技能.
- 在所有实践领域,医生终身学习有机会采取更全面的方法.
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