“一个促进教育工作者成长的友好之地”：医学学生指导员的社区和关系的定性研究。
"A Friendly Place to Grow as an Educator": A Qualitative Study of Community and Relationships Among Medical Student Coaches.
机构信息
L. Sheu is assistant professor of medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. K.E. Hauer is associate dean for assessment and professor of medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. K. Schreiner is a medical student, George Washington University School of Medicine, Washington, DC. S.M. van Schaik is Baum Presidential Chair of Experiential Learning and professor of pediatrics, Department of Pediatrics, University of California, San Francisco, School of Medicine, San Francisco, California. A. Chang is professor of medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. B.C. O'Brien is associate professor of medicine, Department of Medicine, and education scientist, Center for Faculty Educators, University of California, San Francisco, School of Medicine, San Francisco, California.
出版信息
Acad Med. 2020 Feb;95(2):293-300. doi: 10.1097/ACM.0000000000002900.
PURPOSE
The rise of coaching programs in medical education sparks questions about ways to support physician coaches in learning new educational practices specific to coaching. How coaches learn from one another is of particular interest considering the potential value of social learning. Using communities of practice as a conceptual framework, the authors examine the sense of community and relationships among coaches in a new medical student coaching program, the value of this community, and the facilitators and barriers influencing community development.
METHOD
In this qualitative study, investigators conducted 34 interviews with physician coaches at 1 institution over 2 years (2017-2018) and observed 36 coach meetings. Investigators analyzed interview transcripts using thematic analysis and used observation field notes for context and refinement of themes.
RESULTS
Coaches described a sense of community based on regular interactions; shared commitment to medical education; and new roles with similar experiences, joys, and challenges. They valued the sense of camaraderie and support, learning from one another, and opportunities for professional growth that strengthened their identities as educators and enhanced job satisfaction. Facilitators of community included regular meetings, leadership and administrative support, and informal opportunities to interact outside of meetings. Barriers included time constraints and geographic challenges for coaches at off-site locations.
CONCLUSIONS
The sense of community among coaches was a valued and beneficial part of their coaching experience. Coaches' interactions and relationships promoted skill acquisition, knowledge transfer, professional development, and career satisfaction. Thus, incorporating support for social learning in coaching programs promotes coach faculty development.
目的
医学教育中辅导项目的兴起引发了人们对于如何支持医师辅导者学习针对辅导的新教育实践的问题。考虑到社会学习的潜在价值，教练之间相互学习的方式尤其值得关注。本文以实践社区为概念框架，考察了一个新的医学生辅导计划中辅导者的社区感和关系、该社区的价值，以及影响社区发展的促进因素和障碍。
方法
在这项定性研究中，研究人员在 1 个机构中对 2 年内（2017-2018 年）的 34 名医师辅导者进行了访谈，并观察了 36 次辅导者会议。研究人员使用主题分析方法对访谈记录进行分析，并使用观察现场记录来丰富主题并提供背景信息。
结果
辅导者描述了一种基于定期互动、对医学教育的共同承诺和具有相似经验、乐趣和挑战的新角色的社区感。他们重视同志情谊和支持、相互学习以及促进职业成长的机会，这些机会增强了他们作为教育者的身份认同感并提高了工作满意度。社区的促进因素包括定期会议、领导力和行政支持以及会议之外的非正式互动机会。障碍包括时间限制和异地教练的地理位置挑战。
结论
辅导者之间的社区感是他们辅导体验的一个有价值和有益的部分。辅导者的互动和关系促进了技能获取、知识转移、专业发展和职业满意度。因此，在辅导计划中纳入对社会学习的支持可以促进辅导教师的发展。
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