作为临床教学研究员的经验:采访西米德兰兹地区的临床教学研究员
Isobel Marion Harris1, Nicola Dennis2, Derek J Ward2
1Institute of Applied Health Research, University of Birmingham, Birmingham, UK. ixh958@student.bham.ac.uk.
BMC medical education
|September 16, 2024
概括
初级医生往往需要一年的培训才能成为临床教学研究员 (CTF). 这项研究探讨了CTF的经验,发现生活方式灵活性和自我发展等好处,以及COVID-19影响等挑战.
科学领域:
- 医疗教育 医学教育
- 博士学位培训 博士学位培训
- 医疗保健劳动力发展工作人员
背景情况:
- 许多英国初级医生在基础培训后休息一年.
- 在这个休息期间,临床教学研究员 (CTF) 的角色很常见,专注于本科医学教育.
- 关于CTF角色的研究有限,特别是关于医生的动机和经验.
研究的目的:
- 探索西米德兰地区临床教学学员 (CTF) 的经验.
- 了解医生为什么选择CTF角色的原因.
- 为NHS内部CTF职位的未来发展和利用提供信息.
主要方法:
- 与CTF进行了个别采访.
- 参与者在伯明翰大学注册了健康保健专业人员教育研究生证书课程.
- 该研究的重点是西米德兰斯的NHS医院信托机构雇佣的CTF.
主要成果:
- 九个CTF参与了采访.
- 关键主题包括角色的动机 (从临床工作中休息,享受教学) 和职业计划.
- 积极方面包括生活方式的好处和自我发展;挑战包括COVID-19和学生数量.
结论:
- 这项研究提供了有价值的见解CTF使用采访方法的经验.
- 了解动机和经验可以帮助完善CTF的角色.
- 确保CTF职位仍然是可取的,对于满足教职员工需求至关重要.
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