临床教师职业认同形成的影响因素与特征：定性分析。

Influences on and Characteristics of the Professional Identity Formation of Clinician Educators: A Qualitative Analysis.

机构信息

J.D. Triemstra is assistant professor of pediatrics and human development, and associate program director, Pediatric Residency Program, Department of Pediatrics and Human Development, Helen DeVos Children's Hospital, Michigan State University College of Human Medicine, Grand Rapids, Michigan.

M.S. Iyer is assistant professor of clinical pediatrics and director, pediatric emergency medicine faculty development, Nationwide Children's Hospital and The Ohio State University College of Medicine, Columbus, Ohio.

出版信息

Acad Med. 2021 Apr 1;96(4):585-591. doi: 10.1097/ACM.0000000000003843.

DOI:10.1097/ACM.0000000000003843

PMID:33177319

Abstract

PURPOSE

Professional identity formation is the process of internalizing the ideals, values, and beliefs of a profession. In recent years, research on clinician-educator (CE) identity formation has expanded, yet gaps exist in understanding initial influences on an educator identity, sustainment throughout a career, and development of successful pathways for early CEs. This study explored the initial influences on and characteristics of the professional identity formation of CEs in an age-diverse, multispecialty population in the United States.

METHOD

This was a cross-sectional qualitative study of a purposive sample of medical educators at 6 institutions across the United States between 2018 and 2019. Focus groups were conducted to obtain participants' perspectives on their career choice and subsequent formation of their professional identity as CEs. The authors used a thematic analysis of focus group data to identify themes and domains through an iterative process.

RESULTS

Twelve focus groups were conducted with a total of 93 participants. Responses were categorized into 5 domains: community supportive of medical education, culture of institution and training, personal characteristics, facilitators, and professionalization of medical education. Themes highlighted the importance of role models and mentors, an affinity and aptitude for teaching and education, specific facilitators for entry into a career in medical education, the evolution from a layperson, importance of formalized training programs, and a supportive academic community.

CONCLUSIONS

Clinicians experienced a variety of factors that influenced their initial career choice in medical education and subsequent professional identity formation as a CE. This study confirms and expands the current understanding of this process in an age-diverse, multispecialty population of CEs. Educators and administrators designing career development programs across the continuum of medical education should consider these aspects as they mentor and support their learners and faculty.

摘要

目的

专业身份的形成是内化专业的理想、价值观和信念的过程。近年来，关于临床医师教育者（CE）身份形成的研究有所扩展，但对于教育者身份的初始影响、整个职业生涯中的维持以及早期 CE 成功途径的发展，仍存在理解上的差距。本研究探讨了美国一个年龄多样化、多专业人群中 CE 专业身份形成的初始影响因素和特征。

方法

这是一项在美国 6 家机构进行的、基于目的抽样的医学教育者的横断面定性研究。通过焦点小组，获得参与者对其职业选择以及随后作为 CE 形成其专业身份的看法。作者使用焦点小组数据的主题分析，通过迭代过程确定主题和领域。

结果

共进行了 12 次焦点小组讨论，共有 93 名参与者。回应分为 5 个领域：支持医学教育的社区、机构和培训文化、个人特征、促进因素和医学教育的专业化。主题突出了榜样和导师的重要性、对教学和教育的亲和力和才能、进入医学教育职业的特定促进因素、从外行到专业人士的演变、正规培训计划的重要性以及支持性的学术社区的重要性。