L.A. Devine is assistant professor, Department of Medicine, University of Toronto, and simulation lead, HoPingKong Centre, University Health Network, Toronto, Ontario, Canada. S. Ginsburg is professor, Department of Medicine, University of Toronto, Toronto, Ontario, Canada. T. Stenfors is associate professor, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden. T.D. Cil is assistant professor, Department of Surgery, University of Toronto, Toronto, Ontario, Canada. H. McDonald-Blumer is associate professor and Rheumatology Departmental Division director, University of Toronto, Toronto, Ontario, Canada. C.M. Walsh is staff gastroenterologist, Division of Gastroenterology, Hepatology and Nutrition, educational researcher, Learning Institute, and scientist-track investigator, Child Health Evaluative Sciences, Hospital for Sick Children (SickKids); and scientist, Wilson Centre for Research in Education, and assistant professor of paediatrics, University of Toronto, Toronto, Ontario, Canada. L. Stroud is associate professor, Department of Medicine, and researcher, Wilson Centre, University of Toronto, Toronto, Ontario, Canada.
Acad Med. 2019 Jan;94(1):115-121. doi: 10.1097/ACM.0000000000002411.
Although the field of medical education research is growing and residents are increasingly recruited to participate as subjects in research studies, little is known about their experiences. The goal of this study was to explore the experiences and perceptions of residents who are study participants in medical education research.
A phenomenographic approach was chosen to examine the range of residents' experiences as research participants. A maximum variation sampling strategy was used to identify residents with diverse experiences. Semistructured interviews that explored experiences as research participants were conducted with 19 residents in internal medicine, general surgery, and pediatrics at the University of Toronto in 2015-2016.
The perceptions and experiences of participants fell into two categories. First, participation was seen as a professional responsibility to advance the profession, including a desire to improve future educational practices and a sense of responsibility to contribute to the academic cause. Second, the experience was noted for its personal impact, including benefits (e.g., receiving monetary incentives or novel educational experiences) and risks (e.g., coercion and breaches of confidentiality). The time required to participate in a study was identified as one of the most important factors affecting willingness to participate and the impact of participation.
Being a participant in medical education research can be perceived in different ways. Understanding the view of resident participants is important to optimize potential benefits and minimize risks and negative consequences for them, thus fostering ready participation and high-quality research.
尽管医学教育研究领域正在发展壮大，越来越多的住院医师被招募作为研究对象参与研究，但人们对他们的经历知之甚少。本研究的目的是探讨作为医学教育研究参与者的住院医师的经历和看法。
采用现象学方法来考察住院医师作为研究参与者的各种经历。采用最大差异抽样策略来确定具有不同经历的住院医师。2015 年至 2016 年，在多伦多大学对内科、普通外科和儿科学的 19 名住院医师进行了半结构化访谈，探讨他们作为研究参与者的经历。
参与者的看法和经历分为两类。第一，参与被视为推进专业的职业责任，包括改善未来教育实践的愿望和为学术事业做出贡献的责任感。第二，该经历对个人有影响，包括获益（例如获得金钱奖励或新颖的教育体验）和风险（例如受到胁迫和泄露机密）。参与研究所需的时间被确定为影响参与意愿和参与影响的最重要因素之一。
参与医学教育研究可以有不同的看法。了解住院医师参与者的观点对于优化潜在的益处、降低风险和对他们的负面影响至关重要，从而促进他们积极参与和开展高质量的研究。
