作为教师的注册人员:一项定性研究探讨了澳大利亚通用实践注册人员在教学角色方面的经验
Katie Fisher1,2, Irena Patsan3,4, Linda Klein3,4
1School of Medicine and Public Health, University of Newcastle, University Drive, Callaghan, NSW, 2308, Australia. katie.fisher@newcastle.edu.au.
BMC medical education
|October 24, 2024
概括
一般实践注册人员发现教学对自己的发展和未来的GP工作人员有益. 他们在职业培训期间寻求更多的支持和对教学角色的认可.
科学领域:
- 医学教育 医学教育
- 一般实践培训一般实践培训
- 劳动力发展 劳动力发展
背景情况:
- 通用医疗 (GP) 注册人员对教学表达了兴趣,但面临资金和时间限制等障碍.
- 现有的研究缺乏医学教育工作者的观点和教学环境的比较分析.
- 需要进一步的证据来支持GP注册人员在教学角色中发挥作用.
研究的目的:
- 探索澳大利亚GP注册人员作为教师的经验.
- 调查各种教学背景和利益相关者的观点.
主要方法:
- 一项涉及全科医生注册人员,监督人员,医学教育工作者和学生的定性研究.
- 通过视频会议进行有目的的抽样和全国性招聘.
- 对收集的数据进行反思性的专题分析.
主要成果:
- 医学生和注册人员都非常重视注册人员的近同行教学.
- 教学提高了GP的临床技能,并加强了GP的劳动力.
- 教学背景显著影响注册人员的教学经验.
结论:
- 教学被认为是GP的核心技能,具有直接的临床实践效益.
- 全科医生注册人员希望加强对教学机会的支持和认可.
- 这些发现有助于改进教学实践和培训计划.
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