van den Berg Joost W, Verberg Christel P M, Scherpbier Albert J J A, Jaarsma A Debbie C, Lombarts Kiki M J M H
Center for Evidence-Based Education Professional Performance Research Group, Academic Medical Center (AMC-UvA), University of Amsterdam, Amsterdam, the Netherlands.
ICLON, Leiden University Graduate School of Teaching, Leiden, the Netherlands.
Med Educ. 2017 Mar;51(3):302-315. doi: 10.1111/medu.13162. Epub 2017 Jan 13.
Social support helps prevent burnout and promotes its positive opposite, work engagement. With higher work engagement performance increases. The context-specific aspects of social support for medical educators, in their educator role, are unknown. To help facilitate social support our study describes the essential elements of social support and their meaning for medical educators.
We held interviews with medical educators purposefully sampled for diverse backgrounds and working circumstances and who spent a considerable amount of time on education. Both clinicians and basic scientists participated. The Pictor technique guided the interviews. Participants were invited to talk about the breadth of social support and elaborate on meaningful experiences. Template analysis was used for a descriptive phenomenological approach.
Thirteen medical educators were interviewed. We identified four themes: (i) sources of support and their intent (e.g. a superior with the intent to stimulate personal growth); (ii) the materialisation of support (e.g. sought or offered); (iii) its manifestation (e.g. the act of providing protected time); and (iv) the overarching effect of social support, both in terms of practical effects and the meaning of support. We identified three sorts of meanings of social support for educators. Receiving support could lead to (i) feeling reassured and confident; (ii) feeling encouraged and determined and (iii) a sense of relatedness and acknowledgement of the educator role.
Support for education comes from a wide range of sources because it is both sought and offered beyond the boundaries of the educational role. The resulting differences in support provided necessitate that educational leaders and policymakers consider the sources available to each educator, connecting educators where necessary. When facilitating or designing social support it is important that the need to feel reassured, encouraged or related is met.
社会支持有助于预防职业倦怠，并促进其积极对立面——工作投入。工作投入度越高，工作表现越好。针对医学教育工作者在其教育者角色方面的社会支持的具体情况尚不清楚。为了促进社会支持，我们的研究描述了社会支持的基本要素及其对医学教育工作者的意义。
我们对具有不同背景和工作环境、且在教育方面投入大量时间的医学教育工作者进行了访谈。临床医生和基础科学家都参与其中。图像技术指导访谈。邀请参与者谈论社会支持的广度，并详细阐述有意义的经历。采用模板分析法进行描述性现象学研究。
对13名医学教育工作者进行了访谈。我们确定了四个主题：（i）支持的来源及其意图（例如，意图促进个人成长的上级）；（ii）支持的实现方式（例如，寻求或提供的支持）；（iii）其表现形式（例如，提供受保护时间的行为）；以及（iv）社会支持的总体效果，包括实际效果和支持的意义。我们确定了社会支持对教育工作者的三种意义。获得支持可能会导致：（i）感到安心和自信；（ii）感到鼓舞和坚定；以及（iii）一种关联感和对教育者角色的认可。
对教育的支持来自广泛的来源，因为它在教育角色的范围之外被寻求和提供。所提供支持的差异使得教育领导者和政策制定者有必要考虑每个教育工作者可获得的支持来源，并在必要时将教育工作者联系起来。在促进或设计社会支持时，满足感到安心、受到鼓舞或产生关联的需求很重要。
