Academic Department of Neurosurgery, Leeds General Infirmary, Leeds, UK.
Br J Hosp Med (Lond). 2021 Mar 2;82(3):1-10. doi: 10.12968/hmed.2020.0355. Epub 2021 Mar 13.
Ever-developing changes to the working hours of junior doctors by the European Working Time Directive, the junior doctor contract of 2019 and most recently the COVID-19 pandemic have impacted the professional identity of doctors. There has been little investigation into its influence on the multifaceted aspects of postgraduate medical training, which feeds into how trainees consider themselves professionally and the concept of professional identity or 'being a doctor'. A review of the medical, socio-political and educational literature reveals that the impact on the professional identity development of trainees is influenced by several perspectives from the trainee, trainer and the public. Gross reduction in working hours has no doubt decreased the raw volume of clinical experiences. However, to counteract this, smarter learning processes have evolved, including narrative reflection, supervised learning events, and a greater awareness of coaching and training among trainers.
随着欧洲工作时间指令、2019 年初级医生合同以及最近的 COVID-19 大流行不断发展变化，初级医生的工作时间发生了变化，这对医生的职业身份产生了影响。很少有人调查这些变化对研究生医学培训多方面的影响，而这些影响又影响了受训者对自己职业的看法以及职业身份或“作为一名医生”的概念。对医学、社会政治和教育文献的回顾表明，培训生、培训师和公众的几个观点影响了培训生职业身份发展。工作时间的大幅减少无疑减少了临床经验的总量。然而，为了弥补这一点，更明智的学习过程已经发展起来，包括叙事反思、监督学习活动，以及培训师对指导和培训的意识增强。
