Bakken Lori L, Byars-Winston Angela, Wang Min-Fen
Department of Educational Leadership and Policy Analysis, School of Education, University of Wisconsin, 1300 University Ave., Room 7255 MSC, Madison, WI 53706, USA.
Adv Health Sci Educ Theory Pract. 2006 Feb;11(1):91-110. doi: 10.1007/s10459-005-3138-y.
Issues such as, over commitment, insufficient time, and lack of funding, threaten physicians' entry and sustainability in a research career pathway. Social cognitive career theory is presented as a conceptual framework to critically examine the limitations of the National Institutes of Health's (NIH) efforts to promote the career development of physician-scientists. Special attention is given to the unique challenges of promoting this career pathway for women and underrepresented minorities. The authors propose enhanced recommendations for the career development of physician-scientists and research questions for future studies and program development aimed at advancing the nation's efforts to promote clinical research.
过度投入、时间不足和资金匮乏等问题，威胁着医生进入研究职业道路并在其中持续发展。社会认知职业理论被作为一个概念框架提出，以批判性地审视美国国立卫生研究院（NIH）在促进医生科学家职业发展方面所做努力的局限性。特别关注了在为女性和代表性不足的少数群体推广这一职业道路时所面临的独特挑战。作者针对医生科学家的职业发展提出了强化建议，以及针对未来研究和项目开发的研究问题，旨在推动国家在促进临床研究方面的努力。
