Woolley Douglas C, Moser Scott E, Davis Nancy L, Bonaminio Giulia A, Paolo Anthony M
Family and Community Medicine, Kansas University School of Medicine--Wichita, Wichita, Kansas, USA.
Teach Learn Med. 2003 Summer;15(3):156-62. doi: 10.1207/S15328015TLM1503_02.
Clerkship students often face questions from teachers about their career interests and may perceive that their responses change their clerkship experiences significantly.
To explore student experiences with "career interest" inquiries and how responses may influence clerkship experiences.
A qualitative study of 4th-year medical students by use of focus groups, whose experienced facilitators used a structured interview protocol. Purposeful sampling identified a representative group of participants. Transcribed focus group proceedings were analyzed with a predetermined theme matrix.
Participants reported frequently facing career interest inquiries, feeling comfortable with some, and feeling threatened by others. The tone of inquiries ranged from casual to confrontational. Participants perceived that their responses could significantly influence the quality of teaching relationships, access to clinical opportunities, and grades. Students often responded vaguely or deceptively for self-protection.
For clerkship students, career interest inquiries and how students respond can be high-stakes issues, potentially compromising teaching quality, equitable treatment, and fair evaluations. Further quantitative study is essential
临床实习学生经常会面临教师关于其职业兴趣的提问，并且可能认为他们的回答会显著改变其临床实习经历。
探讨学生在“职业兴趣”询问方面的经历以及回答如何可能影响临床实习经历。
通过焦点小组对四年级医学生进行定性研究，经验丰富的主持人使用结构化访谈方案。目的抽样确定了一组具有代表性的参与者。对转录的焦点小组会议记录使用预先确定的主题矩阵进行分析。
参与者报告经常面临职业兴趣询问，对一些询问感觉自在，而对另一些则感到受到威胁。询问的语气从随意到对抗不等。参与者认为他们的回答可能会显著影响教学关系的质量、获得临床机会的情况以及成绩。学生们常常为了自我保护而含糊或欺骗性地回答。
对于临床实习学生来说，职业兴趣询问以及学生的回答可能是高风险问题，有可能损害教学质量、公平对待和公正评价。进一步的定量研究至关重要。
