Community and Family Medicine, Eastern Virginia Medical School, Portsmouth, Virginia, USA.
Emerg Med Australas. 2013 Aug;25(4):353-8. doi: 10.1111/1742-6723.12104. Epub 2013 Jul 21.
Clinical teaching in the ED is crucial to the education of medical students. We attempted to identify and describe Australian emergency physicians who are currently clinical teachers and to elicit the factors that motivate and constrain them to teach.
An online survey was emailed to all Advanced Trainee and Emergency Physician (Fellow) members of the ACEM.
Our response rate was 28%. The 639 survey respondents were broadly representative of the total ACEM membership in level of training, gender and geographic distribution across all Australian states and territories. Although only 30% of survey respondents had a university teaching position, 74% were actively teaching medical students. Ninety per cent of all respondents agreed they would either commence teaching or increase the amount of time they contributed if they had protected teaching time. Other important facilitators were feelings of personal satisfaction and receiving continuing medical education credits. Written comments were received from 162 respondents. Qualitative analysis identified three main themes: personal, systemic and university-related factors. Systemic and university factors were most frequently cited as barriers to teaching, whereas personal factors were motivators.
Although most emergency physicians are willing to teach, systemic and university factors associated with teaching medical students acted against success of this outcome.
ED 中的临床教学对医学生的教育至关重要。我们试图确定并描述目前担任临床教师的澳大利亚急诊医师，并探讨激励和限制他们教学的因素。
向 ACEM 的所有高级受训医师和急诊医师（研究员）成员发送了在线调查。
我们的回复率为 28%。639 名调查受访者在培训水平、性别和澳大利亚所有州和地区的地理分布方面广泛代表了总 ACEM 会员。尽管只有 30%的调查受访者有大学教学职位，但 74%的人正在积极教授医学生。90%的受访者都同意，如果有专门的教学时间，他们要么开始教学，要么增加教学时间。其他重要的促进因素是个人满足感和获得继续医学教育学分。从 162 名受访者那里收到了书面意见。定性分析确定了三个主要主题：个人、系统和与大学相关的因素。系统和大学因素最常被认为是阻碍教学的因素，而个人因素则是激励因素。
尽管大多数急诊医师愿意教学，但与教授医学生相关的系统和大学因素不利于教学的成功。
