将学术医学教育纳入职业通用医师培训:这些联合培训位如何影响后续职业道路?
Liam McHale1,2, Val Wass3
1North Tees and Hartlepool NHS Foundation Trust, Salaried GP at Havelock Grange Practice, Hartlepool, UK.
概括
医学教育 (Med Ed) 中的扩展教育位 (EEP) 对全科医生 (GPs) 的学术职业发展产生了积极的影响. 然而,平衡多个角色带来了挑战,突出了对结构化的学术培训途径的需求.
科学领域:
- 医学教育研究 医学教育研究
- 一般实践培训一般实践培训
- 学术职业发展 学术职业发展
背景情况:
- 在英国,延长教育职位 (EEP) 为通用实践学员提供专业时间,例如医学教育 (Med Ed).
- 这些EEP对后续职业发展轨迹的影响尚不清楚.
研究的目的:
- 调查完成Med Ed EEP的全科医生 (GP) 的经验和职业道路.
- 了解Med Ed EEPs对学术和临床职业生涯的长期影响.
主要方法:
- 与2013年至2021年期间完成Med Ed EEP的全科医生进行了半结构化的虚拟访谈.
- 使用布劳恩和克拉克的六阶段框架进行的主题分析,应用于采访成绩单.
主要成果:
- 八名全科医生参与了这项工作,他们都在其他职责之外,继续担任NHS全科医生职务.
- 关键主题包括学术教育工作者成长,研究参与,学术环境,以及多重角色的压力.
- 参与者通常仍在教学和参与研究,受榜样和学术沉浸的影响.
结论:
- 医学教育专业培训培养学术技能和职业发展,但管理双重角色是有压力的.
- 需要可持续的,固定的学术培训途径,以及职业后培训,以支持初级保健学术界的招聘.
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