Department of Anesthesiology, National Taiwan University Hospital, Taipei, Taiwan.
Department of Psychiatry, Taipei City Psychiatric Center, Taipei City Hospital, Taipei, Taiwan.
BMC Med Educ. 2020 Nov 4;20(1):404. doi: 10.1186/s12909-020-02335-7.
Compassion fatigue, unprofessional behavior, and burnout are prompting educators to examine medical students' affective reactions to workplace experiences. Attributes of both students and learning environments are influenced by their socio-cultural backgrounds. To prevent 'educational cultural hegemony', opinion leaders have advocated research in under-represented cultural contexts, of which Asia is a prime example. This study aimed to broaden the discourse of medical education by answering the question: how do students react affectively to workplace experiences in a Chinese cultural context?
In 2014, the authors recruited five female and seven male Taiwanese clerkship students to make 1-2 audio-diary recordings per week for 12 weeks describing affective experiences, to which they had consciously reacted. The authors analyzed transcripts of these recordings thematically in the original Mandarin and prepared a thick description of their findings, including illustrative extracts. An English-speaking education researcher helped them translate this into English, constantly comparing the interpretation with the original, untranslated data.
(Mis) matches between their visions of future professional life and clerkship experiences influenced participants' affective reactions, thoughts, and behaviors. Participants managed these reactions by drawing on a range of personal and social resources, which influenced the valence, strength, and nature of their reactions. This complex set of interrelationships was influenced by culturally determined values and norms, of which this report provides a thick description.
To avoid educational cultural hegemony, educators need to understand professional behavior in terms of complex interactions between culturally-specific attributes of individual students and learning environments.
The ethics committee of the National Taiwan University (NTU) Hospital gave research ethics approval ( 20130864RINB ).
职业耗竭、不专业行为和倦怠促使教育工作者研究医学生对工作场所经历的情感反应。学生和学习环境的属性受到其社会文化背景的影响。为了防止“教育文化霸权”，意见领袖主张在代表性不足的文化背景下进行研究，亚洲就是一个很好的例子。本研究旨在通过回答以下问题来拓宽医学教育的讨论范围：在中国文化背景下，学生如何对工作场所经历产生情感反应？
2014 年，作者招募了 5 名女性和 7 名男性台湾实习医学生，让他们在 12 周内每周录制 1-2 次音频日记，记录他们有意识地对工作场所经历产生的情感反应。作者对这些录音的文字记录进行了主题分析，并用中文进行了详细描述，包括有代表性的摘录。一位讲英语的教育研究人员帮助他们将其翻译成英语，并不断将翻译与原始未翻译的数据进行比较。
（误）匹配他们对未来职业生涯的愿景和实习经历影响了参与者的情感反应、想法和行为。参与者通过利用一系列个人和社会资源来管理这些反应，这些资源影响了他们反应的极性、强度和性质。这种复杂的相互关系受到文化决定的价值观和规范的影响，本报告对此进行了详细描述。
为了避免教育文化霸权，教育工作者需要根据个体学生和学习环境的文化特定属性之间的复杂相互作用来理解专业行为。
台湾大学医院的伦理委员会给予了研究伦理批准（20130864RINB）。
