The Department of Paediatrics, Melbourne Medical School, University of Melbourne, Melbourne, Australia.
The Royal Children's Hospital Melbourne, Parkville, Victoria, Australia.
Med Teach. 2022 Nov;44(11):1290-1295. doi: 10.1080/0142159X.2022.2093701. Epub 2022 Jul 6.
In the setting of the COVID-19 pandemic, the modes of hospital service delivery, education, training, and the context surrounding them has undergone enormous change and disruptions.
This study aimed to understand the 'lived-experience' of junior doctors in relation to their education, training, and professional development during the pandemic.
A qualitative study based on thematic and cohort narrative analysis. 20 junior doctors who trained at an Australian tertiary paediatric hospital during the time of COVID-19 restrictions were interviewed. Based on a phenomenological approach, the interviews examined junior doctors' experiences in relation to medical education, adaptive education styles and the value attributed by participants to different forms of education provided to them.
Four overarching themes were identified regarding trainee perceptions of the impact of COVID-19 restrictions on learning opportunities, both positive and negative. These were: 'The void' - learning expectations junior doctors felt were missed, education affordances, peers and networks, and professional identity.
The pace with which educators have adapted to new teaching modes should be harnessed to incite equally novel curriculum evolution, smart investment in clinical moments, reconnect learning communities and create robust virtual learning environments.
在 COVID-19 大流行的背景下，医院服务提供模式、教育、培训及其周围环境发生了巨大变化和中断。
本研究旨在了解初级医生在大流行期间的教育、培训和职业发展方面的“真实体验”。
这是一项基于主题和队列叙事分析的定性研究。在 COVID-19 限制期间，在澳大利亚一家三级儿科医院接受培训的 20 名初级医生接受了采访。基于现象学方法，这些访谈考察了初级医生在医学教育、适应性教育方式以及参与者对他们所接受的不同形式的教育的重视程度方面的经验。
确定了关于受训者对 COVID-19 限制对学习机会的影响的看法的四个总体主题，既有积极的也有消极的。这些主题是：“空虚”-初级医生感到错过的学习期望、教育优势、同行和网络以及专业身份。
应该利用教育者适应新教学模式的速度来激发同样新颖的课程发展，明智地投资于临床时刻，重新建立学习社区并创建强大的虚拟学习环境。
