de Lasson Lydia, Just Eva, Stegeager Nikolaj, Malling Bente
Department of Anesthesiology and Intensive Care, Aarhus University Hospital, Palle Juul-Jensens Boulevard 100, 8200, Aarhus N, Denmark.
Consulting Company Justeva, Aldersrovej 23 D, 8200, Aarhus N, Denmark.
BMC Med Educ. 2016 Jun 24;16:165. doi: 10.1186/s12909-016-0684-3.
The transition from student to medical doctor is challenging and stressful to many junior doctors. To practice with confidence and professionalism the junior doctors have to develop a strong professional identity. Various suggestions on how to facilitate formation of professional identity have been offered including the possible positive effect of group-coaching courses. The purpose of this study was to explore how group-coaching might facilitate professional identity formation among junior doctors in the transition period.
Group-coaching courses comprising three whole-day sessions and five 2 h sessions during a period of 4 months were offered to junior doctors in the first years after graduation. The purpose was to support the participants' professional development, ability to relate to patients, relatives and staff and career development. The coaches in this study had a background as health professionals combined with coaching educations. Data was obtained through observations, open-ended questionnaires and interviews. A generic thematic analysis was applied.
Forty-five doctors participated in six coaching groups. The three main themes emerging in the sessions were: Adoption to medical culture, career planning, and work/life-balance. The junior doctors found the coaching intervention highly useful in order to cope with these challenges. Furthermore, the group was a forum where the junior doctors could share thoughts and feelings with colleagues without being afraid that this would endanger their professional career. Many found new ways to respond to everyday challenges mainly through a new awareness of patterns of thinking and feeling.
The participants found that the group-coaching course supported their professional identity formation (thinking, feeling and acting as a doctor), adoption to medical culture, career planning and managing a healthy work/life-balance. Further studies in different contexts are recommended as well as studies using other methods to test the results of this qualitative study.
从医学生转变为医生对许多初级医生来说具有挑战性且压力巨大。为了自信且专业地开展工作，初级医生必须形成强烈的职业认同感。关于如何促进职业认同感的形成，人们提出了各种建议，包括团体辅导课程可能产生的积极影响。本研究的目的是探讨团体辅导如何促进处于转型期的初级医生形成职业认同感。
为毕业后头几年的初级医生提供了为期4个月的团体辅导课程，包括三次全天课程和五次两小时课程。目的是支持参与者的职业发展、与患者、家属及工作人员建立联系的能力以及职业发展。本研究中的辅导老师具有健康专业人员背景并接受过辅导培训。数据通过观察、开放式问卷和访谈获得。采用了一般性主题分析方法。
45名医生参加了六个辅导小组。课程中出现的三个主要主题是：融入医学文化、职业规划和工作/生活平衡。初级医生发现辅导干预对应对这些挑战非常有用。此外，该团体是一个论坛，初级医生可以在其中与同事分享想法和感受，而不必担心这会危及他们的职业生涯。许多人主要通过对思维和情感模式的新认识，找到了应对日常挑战的新方法。
参与者发现团体辅导课程支持了他们的职业认同感形成（以医生的身份思考、感受和行动）、融入医学文化、职业规划以及实现健康的工作/生活平衡。建议在不同背景下进行进一步研究，以及使用其他方法来检验本定性研究结果的研究。
