探索普通内科临床医师教育者在学术领域中的指导经验、看法和需求：一项混合方法研究。
Exploring Mentoring Experiences, Perceptions, and Needs of General Internal Medicine Clinician Educators Navigating Academia: a Mixed-Methods Study.
机构信息
Case Western Reserve University School of Medicine and Northeast Ohio VA Medical Center, Cleveland, OH, USA.
Penn State Hershey Medical Center, Hershey, PA, USA.
出版信息
J Gen Intern Med. 2021 May;36(5):1229-1236. doi: 10.1007/s11606-020-06310-2. Epub 2020 Nov 2.
BACKGROUND
Few studies examined specific mentoring needs and preferences of clinician educators (CEs). Further research on CEs' perceptions of mentoring adequacy, as related to educational development and career advancement, is needed.
OBJECTIVE
The study aims were to (1) explore general internal medicine CEs' experiences as mentees within various mentoring models; (2) examine the perceived quality, nature, and impact of mentoring on career development; and (3) determine whether specific models of mentoring impact their attitudes towards mentoring.
DESIGN
Sequential mixed methods study design answered the study questions.
PARTICIPANTS
Society of General Internal Medicine members identifying themselves as CEs.
MAIN MEASURES/APPROACH: Participants completed an anonymous online survey and a subsample participated in two semi-structured focus group discussions. Outcomes of interest were perceptions of mentoring experiences, and perspectives on quality of mentoring as well as mentoring needs specific to clinician educators.
KEY RESULTS
One hundred thirty-nine participants completed the survey (37% response rate) with 20 participants in focus group discussions. Among CEs with perceived high-quality mentor relationships (e.g., reporting strongly agree), peer mentorship was viewed as adequate mentorship (45% (n = 17) vs 24% (n = 24), p < 0.05), as beneficial for career development (77% (n = 40) vs 48% (n = 41), p < 0.01) and as being challenged to become a better CE (58% (n = 30) vs 35% (n = 29), p < 0.05), compared to reporting agree or lower. Qualitative analysis generated four themes: (1) A mentoring team promotes career advancement, (2) peer mentors are important at every stage of a CE's career, (3) there is inadequate mentoring specific to CE needs, and (4) mentoring needs protected time and skill development.
CONCLUSIONS
The traditional dyadic mentoring relationship may not adequately address all professional needs of CEs. A mentoring team can provide valuable perspectives on career goals. Peer mentoring can be powerful for professional growth. Mentoring needs change at different career stages and training in mentoring skills is essential.
背景
很少有研究关注临床教育者（CEs）的具体指导需求和偏好。进一步研究 CEs 对指导充分性的看法，以及其与教育发展和职业发展的关系，是很有必要的。
目的
本研究旨在：（1）探索不同指导模式下的内科 CEs 的作为指导对象的经历；（2）检验指导对职业发展的质量、性质和影响的感知；（3）确定特定的指导模式是否影响他们对指导的态度。
设计
顺序混合方法研究设计回答了研究问题。
参与者
自我认同为 CEs 的内科医师协会成员。
主要措施/方法：参与者完成了一项匿名在线调查，一小部分参与者参加了两个半结构化焦点小组讨论。感兴趣的结果是对指导经历的看法，以及对指导质量和临床教育者特定指导需求的看法。
主要结果
139 名参与者完成了调查（37%的回复率），其中 20 名参与者参加了焦点小组讨论。在被认为具有高质量导师关系的 CEs 中（例如，报告强烈同意），同辈指导被视为足够的指导（45%（n=17）比 24%（n=24），p<0.05），对职业发展有益（77%（n=40）比 48%（n=41），p<0.01），并促使他们成为更好的 CEs（58%（n=30）比 35%（n=29），p<0.05），而报告同意或以下。定性分析产生了四个主题：（1）指导团队促进职业发展，（2）在 CEs 职业生涯的每个阶段，同辈导师都很重要，（3）针对 CEs 需求的指导不足，（4）指导需求保护时间和技能发展。
结论
传统的导师关系可能无法充分满足 CEs 的所有专业需求。指导团队可以为职业目标提供有价值的观点。同辈指导对于专业成长来说是强大的。指导需求在不同的职业阶段发生变化，并且指导技能培训至关重要。
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