Sockalingam Sanjeev, Soklaridis Sophie, Yufe Shira, Rawkins Sian, Harris Ilene, Tekian Ara, Silver Ivan, Wiljer David
Dr. Sockalingam: Centre for Mental Health, University Health Network, and Department of Psychiatry, University of Toronto. Dr. Soklaridis: Centre for Addiction and Mental Health, Department of Psychiatry, University of Toronto. Ms. Yufe: MA Candidate, Department of Psychology, York University. Dr. Rawkins: Mt. Sinai Hospital, Department of Psychiatry, University of Toronto. Dr. Harris: Department of Medical Education, University of Illinois College of Medicine. Dr. Tekian: Department of Medical Education, University of Illinois College of Medicine. Dr. Silver: Centre for Addiction and Mental Health, Department of Psychiatry, University of Toronto. Dr. Wiljer: University Health Network, Department of Psychiatry and Institute of Health Policy, Management, and Evaluation, University of Toronto.
J Contin Educ Health Prof. 2017 Spring;37(2):90-97. doi: 10.1097/CEH.0000000000000156.
There has been an increased focus on lifelong learning (LLL) as a core competency to develop master learners in medical education across the learner continuum. The purpose of this study was to explore the perceptions of psychiatry residents and faculty about LLL implementation, motivation, and training needs.
This qualitative study was conducted in a large, urban, multisite psychiatry training program as part of a larger mixed methods study of LLL in psychiatry education. Using a purposive sampling approach, psychiatry residents were recruited to participate in focus groups; early career psychiatrists and psychiatry educators were recruited to participate in semistructured interviews. Content analysis of interviews and focus groups was done using the iterative, inductive method of constant comparative analysis.
Of the 34 individuals participating in the study, 23 were residents, six were psychiatry educators, and five were early career psychiatrists. Three predominant themes were identified in participants' transcripts related to (1) the need for LLL training in residency training; (2) the implementation of LLL in residency training and practice; and (3) the spectrum of motivation for LLL from residency training into practice.
This study identified the lack of preparation for LLL in residency training and the impact of this gap for psychiatrists transitioning into practice. All participants described the importance of integrating LLL training within clinical rotations and the importance of grounding LLL within the clinical workplace early in residency training to support the delivery of effective, high-quality patient care.
终身学习（LLL）作为一项核心能力，在医学教育中愈发受到关注，旨在培养贯穿学习者连续体的优秀学习者。本研究的目的是探讨精神科住院医师和教员对终身学习实施情况、动机及培训需求的看法。
本定性研究在一个大型城市多地点精神科培训项目中进行，是精神科教育中终身学习的一项更大规模混合方法研究的一部分。采用目的抽样法，招募精神科住院医师参与焦点小组；招募早期职业精神科医生和精神科教育工作者参与半结构化访谈。使用迭代归纳的持续比较分析法对访谈和焦点小组内容进行分析。
参与本研究的34人中，23人为住院医师，6人为精神科教育工作者，5人为早期职业精神科医生。在参与者的记录中确定了三个主要主题，分别为：（1）住院医师培训中终身学习培训的必要性；（2）终身学习在住院医师培训和实践中的实施；（3）从住院医师培训到实践的终身学习动机范围。
本研究发现住院医师培训中对终身学习缺乏准备，以及这一差距对过渡到实践的精神科医生的影响。所有参与者都描述了在临床轮转中整合终身学习培训的重要性，以及在住院医师培训早期将终身学习扎根于临床工作场所对提供有效、高质量患者护理的重要性。
