项目协调员是否有助于住院医师的专业发展？一项探索性研究。

Do programme coordinators contribute to the professional development of residents? an exploratory study.

机构信息

Division of Medical Education, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan.

St Luke's International University, 10-1 Akashi-cho, Chuo-ku, Tokyo, 104-0044, Japan.

出版信息

BMC Med Educ. 2022 May 18;22(1):381. doi: 10.1186/s12909-022-03447-y.

DOI:10.1186/s12909-022-03447-y

PMID:35585541

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9118683/

Abstract

BACKGROUND

With the development of training programmes for health professions, the role of programme coordinators has become increasingly important. However, their role in providing educational support for the professional development of resident trainees has not been investigated well. This study aimed to qualitatively analyse the involvement of programme coordinators in educational support for residents.

METHODS

Semi-structured reflective writing on 'support for residents' was collected from programme coordinators in teaching hospitals in Japan in 2017-18 using a web-based questionnaire. Descriptions were qualitatively analysed thematically, using the professional identity formation (PIF) framework.

RESULTS

A total of 39 cases of "support for residents" by 31 coordinators were analysed. We found that residents most commonly faced prior personal problems, including mental health issues and insufficient social skills/unprofessional behaviour. A thematic analysis revealed that coordinators played a variety of educational roles: 1) requesting supervisors to reconsider their teaching; 2) protecting residents from the negative influence of clinical experiences; 3) facilitating residents' self-assessment and confidence; 4) creating a safer learning environment; 5) providing support for prior personal problems through 5-1) fostering a better atmosphere for the mental health of residents, and 5-2) intervening for residents with insufficient social skills/unprofessional behaviour; 6) providing support for isolated residents; and 7) preventing problems with peers.

CONCLUSIONS

This study identified seven educational roles of programme coordinators for residents from a standpoint of PIF of residents. Based on these findings, four valuable attributes for coordinators were established: non-hierarchical relationships with residents, parenting attitudes, sensitivity to residents' changes, and the perspective of the citizen and a member of the public. These attributes would underpin coordinators' educational roles and facilitate the professional development of residents. This study provides a basis for defining and revising the role profiles of programme coordinators, and for improving staff development.

摘要

背景

随着卫生专业培训计划的发展，项目协调员的角色变得越来越重要。然而，他们在为住院医师的专业发展提供教育支持方面的作用尚未得到充分研究。本研究旨在定性分析项目协调员在为住院医师提供教育支持方面的参与情况。

方法

2017-18 年，使用基于网络的问卷，从日本教学医院的项目协调员那里收集了关于“支持住院医师”的半结构化反思写作。使用专业身份形成（PIF）框架对描述进行了主题分析。

结果

共分析了 31 名协调员的 39 个“支持住院医师”案例。我们发现，住院医师最常面临个人问题，包括心理健康问题和社交技能不足/不专业行为。主题分析显示，协调员扮演了多种教育角色：1）要求主管重新考虑他们的教学；2）保护住院医师免受临床经验的负面影响；3）促进住院医师的自我评估和信心；4）创造更安全的学习环境；5）通过 5-1）培养居民更好的心理健康氛围和 5-2）对社交技能不足/不专业行为的居民进行干预，为居民的个人问题提供支持；6）为孤立的居民提供支持；7）防止与同事发生问题。

结论

从住院医师 PIF 的角度来看，本研究确定了项目协调员对住院医师的七种教育作用。基于这些发现，确定了协调员的四项有价值的属性：与住院医师的非层级关系、养育态度、对住院医师变化的敏感性以及公民和公众成员的视角。这些属性将为协调员的教育角色提供支持，并促进住院医师的专业发展。本研究为定义和修订项目协调员的角色简介以及改善员工发展提供了依据。