了解医学学生的过渡和发展在职员教育:使用基础理论进行定性研究
Hyo Jeong Lee1, Do-Hwan Kim2, Ye Ji Kang3
1Department of Medical Education, College of Medicine, Hanyang University, 222 Wangsimni-ro, Seongdong-gu, Seoul, 04763, Republic of Korea.
BMC medical education
|September 2, 2024
概括
医学学生应对文职挑战,从新手发展为"学生医生". 这种过渡促进个人,社会和专业的成长,强调患者的感知和协作解决问题的成功发展.
科学领域:
- 医学教育 医学教育
- 学习心理学学习的心理学.
- 专业发展专业发展
背景情况:
- 医学学生经常发现过渡到职工教育压力很大,并认为自己是新手.
- 发展视角至关重要,因为职工过渡可以支持,而不是阻碍学生的成长.
- 本研究探讨了在职工期间医学生的过渡过程和发展特征.
研究的目的:
- 检查医学学生在过渡到职工期间的发展轨迹.
- 确定学生在这个关键时期经历的关键阶段和发展特征.
- 了解影响学生发展的因素,如患者的感知和同行协作.
主要方法:
- 进行了与18名医学学生或刚毕业的毕业生进行了深入采访,他们已经完成了职工实习.
- 采用Straussian基础理论进行数据分析,重点关注职前和职后的差异.
- 分析了定性数据,以确定与学生过渡和发展相关的主题.
主要成果:
- 在过渡过程中确定了五个阶段:预期/焦虑,现实检查,寻求解决方案,实际应用以及过渡/稳定.
- 发展的核心类别是"从学生成长为学生医生",受患者的感知影响.
- 学生表现出个人 (工作与生活平衡),社会 (在医院导航) 和专业 (以效率为重点的能力) 的发展.
结论:
- 过渡到职员工作涉及不同的阶段和显著的发展转变,由患者的认可.
- 学生发展至关重要的个人和社会应对机制,以及专业能力.
- 帮助学生过渡,培养以患者为中心的态度对于培养全面的医疗专业人员至关重要.
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