Institute of Health Professions Education & Research, Khyber Medical University, Peshawar, Pakistan.
Centre for Medical Education, University of Dundee, Dundee, UK.
Adv Health Sci Educ Theory Pract. 2018 Aug;23(3):567-585. doi: 10.1007/s10459-018-9814-5. Epub 2018 Feb 16.
Demand for postgraduate qualifications in medical education can be judged by the increase in providers worldwide over the last two decades. However, research into the impact of such courses on identity formation of healthcare professionals is limited. This study investigates the influence of such programmes on graduates' educational identities, practices and career progression. Informed by constructivist grounded theory (CGT), semi-structured interviews were conducted with 27 graduates (2008-2012) from one postgraduate programme, who were at different stages in their careers worldwide. The audio data were transcribed and analysed using a CGT approach. Participants enrolled in award-bearing medical education courses for various intrinsic and extrinsic reasons. The findings from this study highlight their development as educators, and educational researchers, leaders and learners, as their self-efficacy in educational practices and engagement in scholarly activities increased. Graduates attributed career progression to the qualification, with many being promoted into senior positions. They also described substantial performance attainments in the workplace. The findings contribute to understanding the complexity and nuances of educational identity formation of healthcare professionals. A qualification in medical education encouraged transformational changes and epistemological development as an educator. Awareness of these findings will inform both those considering enrolment and those supporting them of potential benefits of these programmes.
对医学教育研究生学历的需求可以从过去二十年全球提供者的增加来判断。然而，关于此类课程对医疗保健专业人员身份形成影响的研究有限。本研究调查了这些课程对毕业生教育身份、实践和职业发展的影响。本研究采用建构主义扎根理论（CGT），对来自一个研究生项目的 27 名毕业生（2008-2012 年）进行了半结构化访谈，他们在全球不同阶段的职业生涯中。使用 CGT 方法对音频数据进行转录和分析。参与者出于各种内在和外在的原因参加了有奖项的医学教育课程。本研究的结果强调了他们作为教育者、教育研究人员、领导者和学习者的发展，因为他们在教育实践中的自我效能感和参与学术活动的能力有所提高。毕业生将职业发展归因于该资格，许多人晋升为高级职位。他们还描述了在工作场所取得的实质性业绩。研究结果有助于理解医疗保健专业人员教育身份形成的复杂性和细微差别。医学教育的资格证书鼓励了作为教育者的变革性变化和认识论发展。了解这些发现将使那些考虑入学的人和那些支持他们的人了解这些项目的潜在好处。
