Peadon Elizabeth, Caldwell Patrina H Y, Oldmeadow Wendy
The Children's Hospital at Westmead, Westmead, New South Wales, Australia.
J Paediatr Child Health. 2010 Nov;46(11):647-52. doi: 10.1111/j.1440-1754.2010.01823.x. Epub 2010 Aug 17.
To explore consultant paediatricians' attitudes, motivations, and barriers to training medical students and junior doctors.
Qualitative research involving 24 paediatricians (with a diversity of specialties, experience, age, gender, teaching activity and employment status) from a tertiary paediatric hospital and clinical school in Sydney, Australia. Participants were engaged in semi-structured focus group discussions which explored their attitudes to teaching medical students and junior doctors, their role and experience of teaching, their training in medical education, perceived barriers to teaching, and possible solutions to these barriers. Data from the transcriptions of the focus group discussions were coded using the constant comparative method and analysed for themes using NVivo 7 software. Differences in responses between participants were explored.
All participants reported enjoying teaching. However, a number of factors which occurred at the consultant, learner and institution level affected the enjoyment or challenge of teaching. Consultant factors included time commitments, knowledge of and confidence in the learner's course, and comfort with teaching. Learner factors included level of knowledge, attendance, interest and enthusiasm, and cultural changes. Institution factors included acknowledgement of teaching contribution, communication, teaching support and resources, and attitude to teaching. These factors and the consultant's relationship with the learner and institution impacted on their ownership, involvement, and commitment to teaching.
Consultant paediatricians identified challenges to their involvement and commitment to teaching. Actions to address these challenges and improve the relationship between the consultant and the learner and the consultant and the institution may enhance the consultant's commitment to teaching.
探讨儿科顾问医生在培训医学生和初级医生方面的态度、动机及障碍。
采用定性研究方法，对来自澳大利亚悉尼一家三级儿科医院及临床学院的24名儿科医生（涵盖不同专业、经验、年龄、性别、教学活动及就业状况）进行研究。参与者参与了半结构化焦点小组讨论，探讨他们对医学生和初级医生教学的态度、教学角色与经验、医学教育培训情况、感知到的教学障碍以及这些障碍的可能解决方案。焦点小组讨论的文字记录数据采用持续比较法进行编码，并使用NVivo 7软件分析主题。探究参与者之间回答的差异。
所有参与者均表示喜欢教学。然而，在顾问医生、学习者及机构层面出现的一些因素影响了教学的乐趣或挑战性。顾问医生层面的因素包括时间投入、对学习者课程的了解与信心以及教学舒适度。学习者层面的因素包括知识水平、出勤率、兴趣与热情以及文化差异。机构层面的因素包括对教学贡献的认可、沟通、教学支持与资源以及对教学的态度。这些因素以及顾问医生与学习者和机构的关系影响了他们对教学的自主性、参与度及投入程度。
儿科顾问医生认识到他们在参与教学及投入教学方面存在挑战。应对这些挑战以及改善顾问医生与学习者和顾问医生与机构之间关系的行动，可能会增强顾问医生对教学的投入程度。
