Harris Anna, Delany Clare
Centre for Health and Society, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Victoria, AustraliaSchool of Health Sciences, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Victoria, Australia.
Clin Teach. 2013 Oct;10(5):328-32. doi: 10.1111/tct.12021.
Medical migration is now more frequent, and raises complex issues concerning the standards of practice and transitions required for doctors. The challenges faced by international medical graduates have been acknowledged through the proliferation of orientation programmes designed within hospitals. This paper discusses and evaluates a pilot orientation programme for doctors in Victoria, Australia, called Transition in Practice.
Drawing on theories of active reflection and situated learning, the programme entailed fortnightly meetings for new international medical graduates at a metropolitan hospital in Victoria. The programme comprised a series of informal discussion sessions where doctors were facilitated to actively reflect on everyday practical challenges in their hospital work. Local medical and non-medical staff were invited to each session. Data comprised doctors' reflections about new insights gathered at the conclusion of each session.
Thematic analysis of 55 evaluation cards revealed that participants benefited from the programme by learning directly from invited staff members' descriptions of their roles and their specific areas of practice. Participants gained increased awareness of the differences between their past and present work environments, and greater insight into the complexities of the local system. Participating doctors became actively involved in their own orientation process, generating new topics for future discussions.
This programme successfully integrated experiences and views of both international medical graduates and local hospital staff to generate a greater understanding of each other and of the workplace. The programme used simple, inexpensive methods that tapped into the resources that both international medical graduates and local staff bring to the workplace.
如今，医疗人才流动更为频繁，引发了有关医生执业标准和所需过渡问题的复杂讨论。医院内部设计的入职培训项目不断增多，这表明国际医学毕业生面临的挑战已得到认可。本文探讨并评估了澳大利亚维多利亚州针对医生开展的一个名为“实践过渡”的入职培训试点项目。
该项目借鉴主动反思和情境学习理论，要求维多利亚州一家大都市医院的新国际医学毕业生每两周参加一次会议。该项目包括一系列非正式讨论会，会上促使医生积极反思医院工作中日常实际面临的挑战。每次会议都邀请了当地医学和非医学工作人员参加。数据包括医生对每次会议结束时获得的新见解的反思。
对55张评估卡的主题分析显示，参与者从该项目中受益，他们直接从受邀工作人员对其角色和具体执业领域的描述中学习。参与者更加意识到他们过去和现在工作环境之间的差异，对当地系统的复杂性有了更深入的了解。参与项目的医生积极参与到自己的入职培训过程中，为未来的讨论提出了新话题。
该项目成功整合了国际医学毕业生和当地医院工作人员的经验与观点，增进了双方对彼此以及工作场所的了解。该项目采用简单、低成本的方法，利用了国际医学毕业生和当地工作人员为工作场所带来的资源。
