Martin Dawn, Nasmith Louise, Takahashi Susan Glover, Harvey Bart J
Faculty of Medicine, University of Toronto, Ontario, Canada.
University of British Columbia, British Columbia, Canada.
Can Med Educ J. 2017 Feb 24;8(1):e22-e36. eCollection 2017 Feb.
The shift from undergraduate to postgraduate education signals a new phase in a doctor's training. This study explored the resident's perspective of how the transition from undergraduate to postgraduate (PGME) training is experienced in a Family Medicine program as they first meet the reality of feeling and having the responsibility as a .
Qualitative methods explored resident experiences using interpretative inquiry through monthly, individual in-depth interviews with five incoming residents during the first six months of training. Focus groups were also held with residents at various stages of training to gather their reflection about their experience of the first six months. Residents were asked to describe their initial concerns, changes that occurred and the influences they attributed to those changes.
Residents do not begin a Family Medicine PGME program knowing what it means to be a Family Physician, but learn what it means to fulfill this role. This process involves adjusting to significant shifts in responsibility in the areas of Knowledge, Practice Management, and Relationships as they become more responsible for care outcomes.
This study illuminated the resident perspective of how the transition is experienced. This will assist medical educators to better understand the early training experiences of residents, how these experiences contribute to consolidating their new professional identity, and how to better align teaching strategies with resident learning needs.
从本科教育到研究生教育的转变标志着医生培训进入一个新阶段。本研究探讨了住院医师对在家庭医学项目中从本科过渡到研究生（PGME）培训的体验，因为他们首次面对作为一名……的感受和责任的现实。
采用定性方法，通过在培训的前六个月每月对五名新入职住院医师进行单独深入访谈，运用解释性探究来探索住院医师的经历。还与处于不同培训阶段的住院医师举行了焦点小组讨论，以收集他们对前六个月经历的反思。要求住院医师描述他们最初的担忧、发生的变化以及他们认为这些变化所产生的影响。
住院医师开始家庭医学PGME项目时并不清楚成为一名家庭医生意味着什么，而是在学习履行这一角色意味着什么。这个过程包括在知识、实践管理和人际关系等方面适应责任的重大转变，因为他们对医疗结果承担了更多责任。
本研究阐明了住院医师对这种过渡体验的看法。这将有助于医学教育工作者更好地理解住院医师的早期培训经历、这些经历如何有助于巩固他们新的专业身份，以及如何使教学策略更好地与住院医师的学习需求相匹配。
