Center for Health Professions Education, Kansai Medical University, Osaka, Japan.
Master of Medical Sciences in Medical Education, Harvard Medical School, Boston, Massachusetts, USA.
Med Educ Online. 2023 Dec;28(1):2182216. doi: 10.1080/10872981.2023.2182216.
Collaboration between student affairs officers and the faculty is important in dealing with the recent rapid changes in medical education, and mutual understanding is essential to ensure that participants become a cohesive social group. This study explores the identity conflicts of student affairs officers in medical universities using the figured worlds theory.
An exploratory qualitative case study was conducted with 24 student affairs officers at a private medical university in Japan. Data were collected through face-to-face, semi-structured interviews and analysed using thematic analysis from the perspective of a social constructivism paradigm.
Qualitative analysis revealed the following three themes regarding the identity conflicts of student affairs officers: differences in the perception of medical students, difficulties in building trusting relationships with the faculty, and resistance to the medical university's traditional atmosphere. Student affairs officers tended to provide support from a student-centred perspective when interacting with medical students, while the faculty employed a teacher-centred perspective.
To promote understanding between professions, it is necessary to set aside certain professional views and welcome dialogue with other professionals with different values, while also understanding the multi-layered context of medical education, so that conflicts can be handled optimally and relationships can be professionalised for social cohesion.
在应对医学教育的快速变革中，学生事务人员与教师之间的合作至关重要，而相互理解则是确保参与者成为一个凝聚力强的社会群体的关键。本研究运用虚构世界理论探讨了医学院校学生事务人员的身份冲突。
本研究采用日本一所私立医科大学的 24 名学生事务人员进行了探索性定性案例研究。通过面对面、半结构化访谈收集数据，并从社会建构主义范式的角度进行主题分析。
定性分析揭示了学生事务人员身份冲突的三个主题：对医学生的看法存在差异、与教师建立信任关系困难以及抵制医学院传统氛围。学生事务人员在与医学生互动时倾向于从以学生为中心的角度提供支持，而教师则采用以教师为中心的角度。
为了促进专业之间的理解，有必要搁置某些专业观点，欢迎具有不同价值观的其他专业人士进行对话，同时理解医学教育的多层次背景，以便能够最优地处理冲突，并使关系专业化，从而促进社会凝聚力。
