日本住院医师眼中的优秀临床教师的特征：一项定性研究。
The characteristics of a good clinical teacher as perceived by resident physicians in Japan: a qualitative study.
机构信息
Kyushu University, Japan Department of Medical Education, Kyushu University, 3-1-1 Maidashi Higashi-ku, Fukuoka 812-8285, Japan.
出版信息
BMC Med Educ. 2013 Jul 25;13:100. doi: 10.1186/1472-6920-13-100.
BACKGROUND
It is not known whether the characteristics of a good clinical teacher as perceived by resident physicians are the same in Western countries as in non-Western countries including Japan. The objective of this study was to identify the characteristics of a good clinical teacher as perceived by resident physicians in Japan, a non-Western country, and to compare the results with those obtained in Western countries.
METHODS
Data for this qualitative research were collected using semi-structured focus group interviews. Focus group transcripts were independently analyzed and coded by three authors. Residents were recruited by maximum variation sampling until thematic saturation was achieved.
RESULTS
Twenty-three residents participated in five focus group interviews regarding the perceived characteristics of a good clinical teacher in Japan. The 197 descriptions of characteristics that were identified were grouped into 30 themes. The most commonly identified theme was "provided sufficient support", followed by "presented residents with chances to think", "provided feedback", and "provided specific indications of areas needing improvement". Using Sutkin's main categories (teacher, physician, and human characteristics), 24 of the 30 themes were categorized as teacher characteristics, 6 as physician characteristics, and none as human characteristics.
CONCLUSIONS
"Medical knowledge" of teachers was not identified as a concern of residents, and "clinical competence of teachers" was not emphasized, whereas these were the two most commonly recorded themes in Sutkin's study. Our results suggest that Japanese and Western resident physicians place emphasis on different characteristics of their teachers. We speculate that such perceptions are influenced by educational systems, educational settings, and culture. Globalization of medical education is important, but it is also important to consider differences in educational systems, local settings, and culture when evaluating clinical teachers.
背景
目前尚不清楚，在包括日本在内的非西方国家，住院医师所认为的优秀临床教师的特征是否与西方国家相同。本研究的目的是确定日本住院医师所认为的优秀临床教师的特征，并将结果与西方国家的研究结果进行比较。
方法
本定性研究的数据收集方法为半结构式焦点小组访谈。三位作者分别对焦点小组的转录内容进行独立分析和编码。采用最大变异抽样法招募住院医师，直至达到主题饱和。
结果
23 名住院医师参加了 5 次关于日本临床教师特征的焦点小组访谈。共确定了 197 个特征描述，将这些描述分为 30 个主题。最常被识别的主题是“提供足够的支持”，其次是“为住院医师提供思考的机会”、“提供反馈”和“明确指出需要改进的领域”。使用 Sutkin 的主要类别（教师、医生和人的特征），30 个主题中有 24 个被归类为教师特征，6 个被归类为医生特征，没有一个被归类为人的特征。
结论
住院医师并不关注教师的“医学知识”，也不强调教师的“临床能力”，而这两个主题是 Sutkin 研究中最常被记录的主题。我们的研究结果表明，日本和西方的住院医师对其教师的特征有不同的重视。我们推测，这些看法受到教育体系、教育环境和文化的影响。医学教育的全球化很重要，但在评估临床教师时，还必须考虑教育体系、当地环境和文化的差异。
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