Lancaster Jeanette, Prager Shirley, Nash Louise, Karageorge Aspasia
Consultant Psychiatrist, Melbourne, Victoria, Australia.
Brain and Mind Centre, The University of Sydney, Sydney, New South Wales, Australia.
BMJ Open. 2020 Nov 3;10(11):e040039. doi: 10.1136/bmjopen-2020-040039.
The purpose of this study was to examine Australian psychiatrists' experience of participation in a small group learning format of continuing professional development, known as peer review groups (PRGs), with a particular emphasis on group structure and functions.
An exploratory mixed-methods study comprising a survey (n=77) and semistructured interviews (n=6) with Australian psychiatrists participating in a PRG in the previous 12 months.
Qualitative findings indicate that PRGs address experiential learning through a focus on both breadth and specificity of work, as well as participants' experiences. Participants described using PRGs as a forum to manage difficult and complex work (through critiquing work, learning from one another, considering theory and guidelines, benchmarking, validating, reflecting and generalising learning) and to manage stress and well-being associated with crises, everyday stress and professional isolation. Particular structural aspects of PRGs considered essential to achieve these functions were self-selection of members, self-direction of meeting content and provision of a safe environment. These findings were convergent with the quantitative findings from scale survey data. Difficulties experienced during PRG participation are also described.
Qualitative and quantitative findings from psychiatry PRGs demonstrate how practice-based professional experience functions as both a source of learning and of collegial connection that contributes to well-being and reduction in professional stress. Study limitations and future research directions are discussed.
本研究旨在考察澳大利亚精神科医生参与一种名为同行评审小组（PRG）的持续专业发展小组学习形式的体验，特别强调小组结构和功能。
一项探索性混合方法研究，包括对过去12个月参与PRG的澳大利亚精神科医生进行的一项调查（n = 77）和半结构化访谈（n = 6）。
定性研究结果表明，PRG通过关注工作的广度和特异性以及参与者的经验来实现体验式学习。参与者将PRG描述为一个管理困难和复杂工作（通过批评工作、相互学习、考虑理论和指南、对标、验证、反思和归纳学习）以及管理与危机、日常压力和职业孤立相关的压力和幸福感的平台。PRG中被认为对实现这些功能至关重要的特定结构方面包括成员的自我选择、会议内容的自我指导以及提供安全的环境。这些发现与量表调查数据的定量研究结果一致。还描述了参与PRG期间遇到的困难。
精神科PRG的定性和定量研究结果表明，基于实践的专业经验如何既作为学习来源又作为同事联系的来源，有助于提高幸福感和减轻职业压力。讨论了研究的局限性和未来的研究方向。
