关于连续医学教育导师在一般实践中的身份和角色导航的反思
Ivana Keenan1, Aileen Barrett1, Illona Duffy1
1Irish College of GPs, Dublin, Ireland.
The clinical teacher
|February 6, 2026
概括
作为持续医学教育 (CME) 导师的全科医生发现这个角色是有回报的,增强了他们的专业身份. 然而,由于扩大职责,他们面临着角色压力,这凸显了对这些至关重要的教育工作者提供更多支持的需要.
科学领域:
- 医学教育 医学教育
- 职业身份的形成 职业身份的形成
- 一般的做法一般的做法
背景情况:
- 一般医生 (GPs) 作为持续医学教育 (CME) 导师对同行学习至关重要.
- CME导师面临的个人经历和挑战并未得到充分理解.
- 这项研究探讨了CME导师对其角色和专业身份的反思.
研究的目的:
- 为了深入了解CME导师的经验.
- 了解CME导师的动机和挑战.
- 检查CME导师角色对专业身份的影响.
主要方法:
- 使用身份和角色理论的定性研究方法.
- 通过Zoom与爱尔兰的13名CME导师进行了半结构化采访.
- 对面试数据进行主题分析.
主要成果:
- 参与者主要是全科医生,他们的动机是对同行教育的热情.
- 作为CME导师的角色被认为是有回报的,增强了临床实践,反思能力和作为医生和教育工作者的双重身份.
- 角色压力源于重叠的期望和非正式的角色扩张,但角色促进了个人和专业的发展.
结论:
- 爱尔兰的CME导师角色被参与者高度重视.
- 需要额外的支持,以减轻CME导师的角色相关挑战.
- 确保CME导师路径的长期可持续性和吸引力,需要解决这些支持需求.
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