Centre for Medical Education, University of Dundee, Dundee, UK.
Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Australia.
Med Teach. 2020 Jun;42(6):679-688. doi: 10.1080/0142159X.2020.1733508. Epub 2020 Mar 9.
Throughout their careers, doctors and other healthcare professionals experience numerous transitions. When supporting transitions, opportunities for development and learning should be maximized, while stressors having negative impacts on well-being should be minimized. Building on our international data, this study aimed to develop a conceptual model of the trainee-trained transition (i.e. the significant transitions experienced by doctors as they complete postgraduate training moving from trainee/resident status to medical specialist roles). Employing Multiple and Multidimensional Transitions (MMT) theory and current conceptualizations of clinical context, this study undertook secondary analysis of 55 interviews with doctors from three countries (Netherlands, Cananda and the UK) undergoing trainee-trained transitions. Through this analysis, the Transition-To-Trained-Doctor (T3D) conceptual model has been developed. This model takes into consideration the multiple contexts and multiple domains in which transitions take place. This model is significant in that it has several uses and is applicable across countries: to remind doctors, managers and medical educators of the complexity of transitions; to frame and facilitate supportive conversations; and as a basis to teach about transitions.
在职业生涯中，医生和其他医疗保健专业人员会经历多次转变。在支持转变时，应最大限度地利用发展和学习的机会，同时将对幸福感产生负面影响的压力因素降至最低。本研究基于我们的国际数据，旨在构建一个受训医生转变的概念模型（即医生在完成研究生培训后从受训者/住院医师转变为医学专家角色时所经历的重要转变）。该研究运用多元多维转变（MMT）理论和当前对临床背景的概念化理解，对来自三个国家（荷兰、加拿大和英国）的 55 名正在经历受训医生转变的医生进行了二次分析。通过这次分析，提出了从受训者到医生的转变（T3D）概念模型。该模型考虑了转变发生的多个背景和多个领域。该模型具有重要意义，因为它具有多种用途，适用于不同国家：提醒医生、管理者和医学教育者转变的复杂性；为支持性对话提供框架和便利；并作为教授转变的基础。
