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本文引用的文献

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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.
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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.
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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.

“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.

DOI:10.1111/medu.14722
PMID:34978095
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9303210/
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。