Shah Peter, Cross Vinette, Sii Freda
Consultant Specialist Ophthalmic Surgeon, Queen Elizabeth Hospital Birmingham, University Hospitals Birmingham NHS Foundation Trust, Director of Education (Eyes and Vision), UCL Partners Academic Health Science Centre and National Institute of Health Research Biomedical Research Centre at Moorfields Eye Hospital NHS Foundation Trust and UCL Institute of Ophthalmology, Professor of Glaucoma, Centre for Health and Social Care Improvement, School of Health, Wolverhampton University.
J Contin Educ Health Prof. 2013 Summer;33(3):190-200. doi: 10.1002/chp.21184.
The potential for "discontinuities in care" arising from the turbulent transition from specialist trainee to consultant specialist presents risks to patient safety. But it is easy to lose sight of the affective needs of individuals facing the burden of keeping patients safe. This article describes a 2-day program focused on new and prospective consultant specialist ophthalmic surgeons entitled "Sailing a Safe Ship" (SASS). The purpose was to facilitate understanding and analysis of their personal holistic learning needs and enhance individual agency in optimizing learning during the transition period.
The program used gaming, team challenges, meta-planning, role play and professional actors, interactive presentations, and self-analysis tools to portray the real world of consultant specialist practice in terms of ill-defined problems requiring "elite communication" and effective negotiation of value differences and priorities for their resolution. Participants' insights into their individual learning were recorded in scheduled reflective sessions. The immediate impact on their learning was also considered in terms of direct (instructional) and indirect (nurturant) effects.
Participants' insights reflected 4 key themes: admitting vulnerability and uncertainty, taking responsibility for managing risk, being self-aware and reflexive, and internalizing authentic leadership. Four instructional and 4 nurturant effects were revealed. Preliminary findings on long-term impact on participants' practice are outlined.
Evidence from the evaluation indicated that participants felt empowered to construct a personal strategic response to unfamiliar and unanticipated workplace demands and pressures, adopt a capability mindset that would accelerate their capacity to fulfill an enhanced leadership role, and take a holistic approach to their continuing self-directed development as leaders and educators.
从专科培训医师到专科顾问医师的动荡过渡可能产生“护理连续性中断”的情况，这会给患者安全带来风险。但人们很容易忽视那些肩负保障患者安全重任的个人的情感需求。本文介绍了一个为期两天的项目，名为“驾驶安全之船”（SASS），面向新任和未来的眼科专科顾问医师。其目的是促进对他们个人整体学习需求的理解和分析，并增强个人在过渡期优化学习的能力。
该项目运用游戏、团队挑战、元规划、角色扮演和专业演员、互动式演讲以及自我分析工具，来描绘专科顾问医师实际工作中的现实情况，即存在需要“精英沟通”以及有效协商价值差异和解决优先事项的不明确问题。参与者对个人学习的见解记录在预定的反思环节中。还从直接（教学）和间接（培育）影响方面考虑了该项目对他们学习的即时影响。
参与者的见解反映出4个关键主题：承认脆弱性和不确定性、对风险管理负责、有自我意识和反思能力、将真正的领导力内化。揭示了4种教学影响和4种培育影响。概述了对参与者实践的长期影响的初步发现。
评估证据表明，参与者感到有能力构建个人战略应对措施，以应对陌生和意外的工作场所需求及压力，采用一种能力思维模式，这将加速他们履行强化领导角色的能力，并对他们作为领导者和教育者的持续自我导向发展采取整体方法。
