从学习者到提供者:通过活动理论在研究生医学培训中导航角色紧张局势
Sin-Yee Patty Kwong1,2, Shiuan-Ruey Yu1,2, Kuo-Chen Liao3
1Chang-Gung Medical Education Research Centre, Chang Gung Memorial Hospital, Taiwan.
Perspectives on medical education
|February 17, 2025
概括
研究生年 (PGY) 实习生在学习和实践医学之间面临角色冲突,导致现实冲击和无能等挑战. 针对性的支持对于他们的专业发展和福祉至关重要.
科学领域:
- 医学教育 医学教育
- 医生培训 医生培训 医生培训
- 定性研究是指质量研究.
背景情况:
- 从医学院到实习的过渡给新医生带来了重大挑战.
- 了解研究生实习生 (PGY) 的经验对于开发有效的支持系统至关重要.
研究的目的:
- 探索PGY实习生所经历的角色冲突和矛盾.
- 确定影响PGY在实习期间职业成长和福祉的因素.
主要方法:
- 一项定性,纵向研究,涉及2021年8月至2023年7月的十名PGY实习生.
- 每两年使用带有开放式问题的音频日记来捕捉参与者的经历.
- 活动理论指导了数据分析,重点关注角色冲突和矛盾.
主要成果:
- PGY实习生经常经历他们作为学习者和医疗保健提供者的角色之间的角色冲突.
- 在PGY和经验丰富的医生之间的目标差异加剧了这些冲突.
- 常见的结果包括现实冲击,信心下降,无能感,繁重的工作负载和疲劳.
结论:
- 活动理论为理解PGY实习生所面临的挑战提供了一个框架.
- 需要针对工具,规则和分工的有针对性的干预措施来改善PGY培训.
- 量身定制的支持是必不可少的,以帮助PGY导航过渡到临床实践,并提高他们的福祉.
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