University of Toronto, St. Michael's Hospital, Toronto, Ontario, Canada.
Med Teach. 2010;32(7):e308-14. doi: 10.3109/0142159X.2010.488706.
Despite widespread consensus that additional training in administration is needed to prepare physicians for practice, little is known about how best to teach managerial competencies and how to integrate teaching into existing postgraduate curricula.
This study aimed to elicit resident perspectives on administrative curriculum development following exposure to a pilot physician manager curriculum at the University of Toronto.
The authors held five focus groups of psychiatry residents at the University of Toronto during 2008, engaging 40 trainees. Resident perspectives on barriers to teaching and learning administrative skills, preferred curriculum content and format and suggestions for integration of administrative training into the residency programme were elicited.
Identified barriers to learning include lack of physician manager role clarity, dearth of learning opportunities and multiple competing demands on residents' time. Residents value a formal administrative curriculum and propose additional opportunities for experiential learning such as elective rotations and mentorship opportunities. Suggested strategies for integrating administrative teaching into residency include faculty development, rotation-specific administrative objectives and end of rotation resident evaluations.
Our findings provide valuable learner input into an emerging educational framework aiming to address barriers to teaching administrative skills during residency and facilitate longitudinal reinforcement of learning.
尽管广泛认为需要额外的管理培训来为医生的实践做好准备，但对于如何最好地教授管理能力以及如何将教学融入现有的研究生课程知之甚少。
本研究旨在在多伦多大学接触医师经理课程后，征求住院医师对行政课程发展的看法。
作者在 2008 年在多伦多大学举行了五次精神病学住院医师焦点小组会议，共有 40 名学员参加。征求学员对教学和学习管理技能的障碍、首选课程内容和格式以及将行政培训纳入住院医师计划的建议的看法。
确定的学习障碍包括医师经理角色不明确、学习机会匮乏以及居民时间上的多项竞争需求。住院医师重视正式的行政课程，并提议增加体验式学习的机会，如选修轮班和指导机会。将行政教学融入住院医师培训的建议策略包括教师发展、轮特定的行政目标和轮结束时住院医师的评估。
我们的研究结果为一个新兴的教育框架提供了有价值的学习者投入，该框架旨在解决住院医师期间教授管理技能的障碍，并促进学习的长期强化。
