The Department of Paediatrics, Melbourne Medical School, University of Melbourne, Melbourne, Victoria, Australia.
Murdoch Children's Research Institute, The Royal Children's Hospital, Melbourne, Victoria, Australia.
J Paediatr Child Health. 2022 Dec;58(12):2190-2196. doi: 10.1111/jpc.16180. Epub 2022 Aug 24.
To understand the lived experience of paediatric trainees in relation to their educational opportunities, workforce roles and the interplay between them, during pandemic disruptions.
Twenty paediatric trainees working at Australian paediatric hospitals during the time of COVID-19 restrictions were interviewed between July and November 2020. Based on a phenomenological approach, the interviews examined junior doctors' experiences in relation to medical education, adaptive education modes, learning opportunities and their workforce roles during the pandemic. Qualitative inductive thematic data analysis was used to develop a cohort narrative.
Four overarching themes were identified regarding trainee perceptions of the impact of COVID-19 restrictions on learning opportunities, both positive and negative. These were: impaired rapport building, altered team role, altered care and education affordances versus access. Participants felt ill-equipped to provide optimal clinical care during virtual and stifled in-person consultations, detached from the multidisciplinary team, that changed work roles diminished their professional self-worth, and that online learnings were advantageous if rostering afforded opportunities to engage with them.
To equip paediatric trainees for the next steps in their careers, we suggest the following areas of focus: the use of new tools of rapport, smart investment in clinical moments, reconnection of multidisciplinary teams and learning, the support of online learning infrastructure with protected education time and roadmaps for learning, and teaching on how to triage information sources and alongside clinical visit types.
了解儿科受训者在教育机会、劳动力角色及其相互作用方面的生活体验，以应对大流行带来的干扰。
2020 年 7 月至 11 月期间，对澳大利亚儿科医院工作的 20 名儿科受训者进行了访谈。基于现象学方法，这些访谈考察了初级医生在医学教育、适应性教育模式、学习机会以及在大流行期间的劳动力角色方面的经验。采用定性归纳主题数据分析方法来发展一个队列叙述。
研究结果确定了儿科受训者对 COVID-19 限制对学习机会的影响的四个总体看法，既有积极的，也有消极的。这些看法包括：建立融洽关系受到干扰、团队角色改变、护理和教育机会与获取机会改变。参与者感到在虚拟和压抑的面对面咨询中提供最佳临床护理的能力不足，与多学科团队脱节，工作角色的改变降低了他们的职业自我价值，在线学习如果排班提供了参与的机会则是有利的。
为了使儿科受训者为职业生涯的下一步做好准备，我们建议关注以下几个方面：利用新的融洽关系工具、明智地投资临床时刻、重新连接多学科团队和学习、支持在线学习基础设施，同时提供受保护的教育时间和学习路线图，以及教授如何对信息来源和临床访问类型进行分诊。
