“这位学员让我很生气”：是时候验证培训师情绪的现实性和作用了。
'This trainee makes me feel angry': It's time to validate the reality and role of trainer emotions.
机构信息
Faculty of Education, University of Cambridge, Cambridge, UK.
Department of Public Health and Primary Care, University of Cambridge, Cambridge, UK.
出版信息
Med Educ. 2022 Apr;56(4):359-361. doi: 10.1111/medu.14722. Epub 2022 Jan 23.
Abstract
Discussing the 'failiure to fail' phenomenon, the authors call for a system‐wide culture shift to better articulate failures as learning opportunities in healthcare.
摘要
探讨“未能失败”现象时，作者呼吁在整个医疗体系内进行文化转变，更好地将失败表述为学习机会。
相似文献
1
'This trainee makes me feel angry': It's time to validate the reality and role of trainer emotions.“这位学员让我很生气”：是时候验证培训师情绪的现实性和作用了。
Med Educ. 2022 Apr;56(4):359-361. doi: 10.1111/medu.14722. Epub 2022 Jan 23.
2
It's OK for people to feel angry': the exemplary management of imminent aggression.人们感到愤怒是可以的：对即将发生的攻击行为的模范管理。
J Intellect Disabil. 2008 Dec;12(4):295-307. doi: 10.1177/1744629508100495.
3
It's me grandma! it's me! Eileen Mitchell It's me grandma! it's me! Alzheimer's Society £4.95 20pp 9781906647117 Product code 1004 [Formula: see text].是我，奶奶！是我！艾琳·米切尔 是我，奶奶！是我！阿尔茨海默病协会 4.95英镑 20页 9781906647117 产品代码1004 [配方：见正文]
Nurs Older People. 2011 Sep 1;23(7):8. doi: 10.7748/nop.23.7.8.s3.
4
Response to: 'Today's shook me up a lot inside…it's definitely changed me': emotional responses and transformative learning through working with disadvantaged communities.对《“今天让我内心深受震撼……它确实改变了我”：通过与弱势群体合作产生的情感反应和变革性学习》的回应
Educ Prim Care. 2021 Jul;32(4):250-251. doi: 10.1080/14739879.2020.1843372. Epub 2020 Nov 5.
5
It's how you make them feel!这取决于你如何让他们感觉！
J Contin Educ Nurs. 2014 May;45(5):195. doi: 10.3928/00220124-20140424-10.
6
Ask the doctor. I feel tired all the time. How do you know if it's a sign of something serious?问问医生。我一直感觉很累。你怎么知道这是不是什么严重问题的迹象呢？
Harv Health Lett. 2013 Jun;38(8):2.
7
Become Comfortable with the Uncomfortable: The Rewards of Leaving Our Comfort Zone: In any area of practice, at any level of expertise, it's common eventually to find ourselves in what many have termed a comfort zone - a physical place or a state of mind (or both) where we feel at ease, at home … comfortable. If we're in search of challenges, advancement or increased fulfillment (personal or professional), it's often necessary - and often a good idea - to step out of our comfort zone.适应不适：走出舒适区的回报：在任何实践领域，无论专业水平如何，最终我们常常会发现自己处于许多人所说的舒适区——一个让我们感到自在、像在家一样……舒适的物理空间或心理状态（或两者皆有）。如果我们寻求挑战、进步或更高的成就感（个人或职业方面），走出舒适区通常是必要的——而且往往是个好主意。
J Acad Nutr Diet. 2022 Oct;122(10):1815-1816. doi: 10.1016/j.jand.2022.07.018.
8
9
When getting angry is smart: emotional preferences and emotional intelligence.当生气是明智之举时：情绪偏好与情绪智力。
Emotion. 2012 Aug;12(4):685-9. doi: 10.1037/a0027149. Epub 2012 Feb 6.
10
Emotion categorization perception in schizophrenia in conversations with different social contexts.精神分裂症患者在不同社会情境对话中的情绪分类感知
Aust N Z J Psychiatry. 2009 May;43(5):438-45. doi: 10.1080/00048670902817646.
本文引用的文献
1
The shift from disbelieving underperformance to recognising failure: A tipping point model.从怀疑表现不佳到承认失败的转变：一个临界点模型。
Med Educ. 2022 Apr;56(4):395-406. doi: 10.1111/medu.14681. Epub 2021 Nov 4.
2
Towards safer healthcare: qualitative insights from a process view of organisational learning from failure.迈向更安全的医疗保健：从失败中组织学习的过程视角获得的定性见解。
BMJ Open. 2021 Aug 10;11(8):e048036. doi: 10.1136/bmjopen-2020-048036.
3
Realist evaluation of Schwartz rounds® for enhancing the delivery of compassionate healthcare: understanding how they work, for whom, and in what contexts.施瓦茨轮®在增强关爱医疗服务中的实际效果评估：了解其如何发挥作用、针对哪些人群以及在何种背景下发挥作用。
BMC Health Serv Res. 2021 Jul 18;21(1):709. doi: 10.1186/s12913-021-06483-4.
4
Understanding the role of GPs' gut feelings in diagnosing cancer in primary care: a systematic review and meta-analysis of existing evidence.理解全科医生在初级保健中诊断癌症时的直觉作用：现有证据的系统评价和荟萃分析。
Br J Gen Pract. 2020 Aug 27;70(698):e612-e621. doi: 10.3399/bjgp20X712301. Print 2020 Sep.
5
Professional learning, organisational change and clinical leadership development outcomes.专业学习、组织变革和临床领导力发展成果。
Med Educ. 2021 Feb;55(2):252-265. doi: 10.1111/medu.14343. Epub 2020 Sep 16.
6
'Failure to fail': the teacher's dilemma revisited.“未能失败”：教师的困境再审视。
Med Educ. 2019 Feb;53(2):108-110. doi: 10.1111/medu.13772. Epub 2018 Dec 12.
7
Keeping mum in clinical supervision: private thoughts and public judgements.临床督导中的缄默：私人想法与公众判断。
Med Educ. 2019 Feb;53(2):133-142. doi: 10.1111/medu.13728. Epub 2018 Oct 16.
8
Well-Being in Graduate Medical Education: A Call for Action.研究生医学教育中的幸福感：行动呼吁。
Acad Med. 2017 Jul;92(7):914-917. doi: 10.1097/ACM.0000000000001735.
9
Interventions to prevent and reduce physician burnout: a systematic review and meta-analysis.干预措施预防和减少医生倦怠：系统评价和荟萃分析。
Lancet. 2016 Nov 5;388(10057):2272-2281. doi: 10.1016/S0140-6736(16)31279-X. Epub 2016 Sep 28.
10
Making space for empathy: supporting doctors in the emotional labour of clinical care.为同理心留出空间：在临床护理的情感劳动中支持医生。
BMC Med Ethics. 2016 Jan 27;17:8. doi: 10.1186/s12910-016-0091-7.
Zotero 插件