Teaching Center, Medical University Vienna, Vienna, Austria.
Med Educ Online. 2022 Dec;27(1):2114133. doi: 10.1080/10872981.2022.2114133.
Professional identity formation has become a key focus for medical education, but there is still much to learn about how to help students develop their professional identity. At a time when influential concepts such as public- and patient-centered care have become common values, there is little research on the conceptions of the public that trainees might adopt during their training. Defining characteristics of 'good' and 'bad' physicians can be a starting point when considering how to incorporate aspects of professional behavior into medical curricula. Therefore, this study examined the essential elements of physician identity from the public's perspective. This study aimed to describe the Austrian public's viewpoint about the characteristics of 'good' and 'bad' doctors. Using a qualitative research design, interviews were conducted with the Austrian public (n = 1000, mean age 46.4 ± 15.8 years). Interviews were transcribed verbatim and analyzed via qualitative content analysis. The respondents stated 2078 answers for 'good' and 1728 for 'bad' doctors. The content analysis produced seven categories: 'social skills' (36.3%), 'professional competence' (30.2%), 'personality' (10.8%), 'communication' (6.3%), 'practice organization' (5.9%), 'ethical and moral behavior' (5.7%), and 'I do not know, or I have no idea' (4.9%). The public can help medical students to construct their professional identity by supporting the exploration of and commitment to professional values that society expects of physicians. Ideally, fusing medical expertise with social skills will fulfill the ideal of what the public considers a 'good' doctor. This shared definition of a 'good physician' has several implications for medical education. Future physicians can benefit from education about the general population's medical needs as well as personal needs, fears, and concerns.
专业身份的形成已成为医学教育的一个关键焦点，但对于如何帮助学生发展其专业身份，仍有许多需要学习的地方。在公众和以患者为中心的护理等有影响力的概念成为普遍价值观的时代，关于受训者在培训期间可能采用的公众观念的研究甚少。定义“好”医生和“坏”医生的特征可以作为考虑如何将专业行为纳入医学课程的一个起点。因此，本研究从公众的角度考察了医生身份的基本特征。本研究旨在描述奥地利公众对“好”医生和“坏”医生特征的看法。本研究采用定性研究设计，对奥地利公众（n=1000，平均年龄 46.4±15.8 岁）进行了访谈。访谈逐字记录，并通过定性内容分析进行分析。受访者对“好”医生和“坏”医生分别提出了 2078 个和 1728 个答案。内容分析产生了七个类别：“社交技巧”（36.3%）、“专业能力”（30.2%）、“个性”（10.8%）、“沟通”（6.3%）、“实践组织”（5.9%）、“伦理和道德行为”（5.7%）和“我不知道”（4.9%）。公众可以通过支持探索和承诺社会期望医生具备的专业价值观来帮助医学生构建自己的专业身份。理想情况下，将医学专业知识与社交技能融合将实现公众心目中“好”医生的理想。公众对“好医生”的共同定义对医学教育有几个启示。未来的医生可以受益于关于一般人群的医疗需求以及个人需求、恐惧和担忧的教育。
