Buddeberg-Fischer Barbara, Stamm Martina, Buddeberg Claus
Department of Psychosocial Medicine, Zurich University Hospital, Zurich, Switzerland.
BMC Health Serv Res. 2009 Apr 29;9:70. doi: 10.1186/1472-6963-9-70.
Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training.
Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine.
Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1) focus on basic sciences, (2) strong focus on research (PhD programs) followed by clinical training, (3) one to two years in research followed by clinical training, (4) clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role models.
The conditions for an academic career in medicine in Switzerland appear to be difficult especially for those physicians combining research with clinical work. For a successful academic career it seems crucial to start with research activities right after graduation, and take up clinical training later in the career. Furthermore, special mentoring programs for junior academics should be implemented at all medical schools to give trainees more goal-oriented guidance in their career.
在一项针对瑞士医学院毕业生的前瞻性队列研究框架内，对有志于从事学术职业的年轻医生样本进行了调查，了解他们在研究生培训第六年之前所获得的职业支持和遇到的障碍。
2007年，31名初级学者参与了半结构化电话访谈。访谈指南聚焦于迄今为止的职业道路、所获得的职业支持和遇到的障碍，以及对初级和高级学者的建议。根据迈林的内容分析法对定性评估的数据进行了评价。此外，还对从整个队列样本中定量获取的与个人和职业相关特征的数据进行了分析，以比较初级学者与有志于从事其他医学职业的队列医生之间的差异。
作为个人相关因素，初级学者在工具性方面存在差异；作为职业相关因素，在内在职业动机和指导方面与从事其他医学职业道路的队列医生存在差异；他们在职业成功量表上的得分也更高。在初级学者中可以确定四种职业道路类型：（1）专注于基础科学；（2）强烈专注于研究（攻读博士学位项目），随后进行临床培训；（3）先进行一到两年研究，随后进行临床培训；（4）临床培训与研究并行。访谈材料揭示了以下几类职业支持经历：积极展现自己作为初级医生的形象、上级提供研究资源以及社交网络；有关职业障碍的表述包括临床培训与研究活动之间的干扰、研究指导不足以及与个性相关的障碍。对初级学者的建议集中在指导和职业人脉拓展方面，对高级学者的建议则是关注人力资源开发并树立榜样。
瑞士医学学术职业的条件似乎较为艰难，尤其是对于那些将研究与临床工作相结合的医生而言。对于成功的学术职业来说，毕业后立即开展研究活动，随后在职业生涯后期进行临床培训似乎至关重要。此外，所有医学院校都应实施针对初级学者的特殊指导项目，以便在职业发展方面为受训人员提供更具目标导向性的指导。
