Centre for Values, Ethics and the Law in Medicine, Faculty of Medicine, University of Sydney, Sydney, New South Wales, Australia.
Med Educ. 2012 Sep;46(9):894-902. doi: 10.1111/j.1365-2923.2012.04301.x.
Enculturation is a normal and continuing part of human development. This study examined how medical graduates perceive the process of enculturation after graduation.
We conducted a qualitative study of the values of medical graduates associated with Sydney Medical School to identify processes that contribute to the ongoing process of enculturation.
Two processes contributing to the process of enculturation were identified. Participants were aware of having passively absorbed the explicit and implicit culture of medicine, and of having actively sought to assimilate (or to avoid assimilating) the medical culture. The processes of enculturation were particularly evident in relation to three major concerns: competence; patient-centredness, and self-care.
The participants in this study demonstrated the capacity to reflect on and differentiate between two types of enculturation: absorption and assimilation. They were aware of the impacts of enculturation with respect to three main sets of values that are, respectively, epistemic, interpersonal and personal. Faculty development programmes might benefit from paying explicit attention to the process of enculturation and its influence on learning and practice.
文化适应是人类发展的一个正常且持续的过程。本研究探讨了医学毕业生毕业后如何感知这一文化适应过程。
我们对与悉尼医学院相关的医学毕业生的价值观进行了定性研究，以确定有助于这一持续文化适应过程的各种因素。
确定了两个有助于文化适应过程的因素。参与者意识到自己已经被动地吸收了医学的明确和隐含文化，并且积极地寻求同化（或避免同化）医学文化。在以下三个主要关注点上，文化适应过程尤为明显：能力、以患者为中心和自我保健。
本研究的参与者表现出能够反思和区分两种类型的文化适应：吸收和同化。他们意识到文化适应对三组主要价值观的影响，分别是认识论、人际关系和个人价值观。教师发展计划可能受益于明确关注文化适应过程及其对学习和实践的影响。
