医疗专业人员在短期医学使命中的教育经历：归纳主题分析。

Healthcare professionals' experiences with education in short term medical missions: an inductive thematic analysis.

机构信息

Melbourne Medical School, University of Melbourne, Parkville, VIC, Australia.

Department of Neurosurgery, Royal Melbourne Hospital, Parkville, VIC, Australia.

出版信息

BMC Public Health. 2022 May 17;22(1):997. doi: 10.1186/s12889-022-13349-9.

DOI:10.1186/s12889-022-13349-9

PMID:35581562

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9112253/

Abstract

BACKGROUND

Short-term medical mission (STMM) providers supplement healthcare delivery and education in low- and middle-income countries (LMIC). Despite numerous providers working in this space, the views of volunteers who contribute their time and skills to these programs are rarely sought.

METHOD

A qualitative study of 24 volunteers for Pangea Global Health Education (Pangea) was undertaken using semi-structured interviews to better understand their perspectives on program design and delivery, personal and professional outcomes of their volunteer experiences and the resulting implications for STMM program design. An inductive thematic analysis of their responses was completed. Social constructionist theory was utilised to contextualise themes and implications for program design.

RESULTS

Participants highlighted the importance of co-creation with local learners and staff, the necessity to understand clinical context and the importance of relating to culture in the advancement of patient care. They reported personal growth, including a better understanding of others, and identifying commonalities between people. Professionally, participants reported learning from their colleagues, including new medical content, as well as refining their teaching practices. They also reported learning from those they taught and respecting the resourcefulness of medical and nursing staff working in LMIC.

CONCLUSION

STMM providers may benefit from co-creation with their learners in the development of health professional education programs. A deep understanding of local context and culture provides for a richer learning environment and enables sustainable long-term program delivery. Utilising a social constructionist framework enables a better understanding of cultural barriers, which inhibit group learning, including the tendency to maintain hierarchical divides; addressing these will allow for optimised patient care.

摘要

背景

短期医学使命（STMM）提供者在中低收入国家（LMIC）补充医疗保健的提供和教育。尽管有许多提供者在这个领域工作，但很少有人征求志愿者的意见，他们贡献自己的时间和技能来参与这些项目。

方法

对 Pangea Global Health Education（Pangea）的 24 名志愿者进行了一项定性研究，采用半结构化访谈更好地了解他们对项目设计和实施的看法、他们志愿经历的个人和专业成果，以及对 STMM 项目设计的影响。对他们的回答进行了归纳主题分析。利用社会建构主义理论来理解主题和对项目设计的影响。

结果

参与者强调了与当地学习者和工作人员共同创造的重要性，理解临床背景的必要性，以及在推进患者护理方面与文化相关联的重要性。他们报告了个人成长，包括更好地了解他人，以及发现人们之间的共同点。从专业角度来看，参与者报告从同事那里学习，包括新的医学内容，以及完善他们的教学实践。他们还报告了从他们所教的人那里学习，并尊重在 LMIC 工作的医疗和护理人员的足智多谋。