Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, 171 77, Stockholm, Sweden.
Department of health promoting science, Sophiahemmet University, P. O. Box 5605, 114 86, Stockholm, Sweden.
BMC Med Educ. 2023 Sep 7;23(1):643. doi: 10.1186/s12909-023-04620-7.
One way of facilitating entrance into the Swedish health care system, for newly arrived physicians from outside the European Union/European Economic Area, could be to set up and offer a course aimed to enhance understanding of it. This course was offered to increase insight about clinical practices, interprofessional teamwork and topics such as, Swedish health care laws, culture, and ethics. Acceptance of, and a flexible attitude towards, interprofessional teamwork are important for maintaining both the physician's professional identity and a high quality of patient care. The aim of this study was to investigate newly arrived physicians', academic emotions, experience of stress and flow during a fourteen-week course, as well as attitudes to interprofessional collaboration, both before and after.
A prospective study was conducted, with participants asked to respond on one questionnaire every course day, by using the Contextual Activity Sampling System methodology. The participants were asked to complete a questionnaire comprising ten questions about ongoing activity and in what way they experience, e.g., collaboration, interprofessional teamwork, academic emotions, flow, and stress. Furthermore, the participants were asked to score their attitude towards interprofessional teamwork by using the interdisciplinary education perception scale both before and after the course.
The total sample comprised 27 qualified physicians, from outside the European Union/European Economic Area. In the interdisciplinary education perception scale category, "perception of actual cooperation¨, the participants had significantly higher scores after the course. Flow and academic emotions were felt mostly during own periods of study, seminars, and lectures. The academic emotions were apathy, anxiety, and boredom. The most frequently experienced academic emotion was apathy. Course participants rated stress highest in connection with the examination.
The results show that the course had a positive impact on the participants perception of actual cooperation. It appears that participating in this kind of course was a positive experience for the participants, since they mostly experienced high levels of flow. Collaborating with others was experienced as positive, with participants reporting a high degree of flow in activities during collaboration.
对于来自欧盟/欧洲经济区以外的新到医生来说，进入瑞典医疗保健系统的一种方法是设立并提供一门旨在增强对其了解的课程。该课程旨在增加对临床实践、跨专业团队合作以及瑞典医疗保健法、文化和道德等主题的了解。接受和灵活的态度跨专业团队合作对于维护医生的专业身份和高质量的患者护理都很重要。本研究的目的是调查新到医生在为期十四周的课程中的学术情绪、压力和流畅体验，以及在课程前后对跨专业合作的态度。
进行了一项前瞻性研究，要求参与者使用情境活动采样系统方法，在每个课程日回答一份问卷。参与者被要求完成一份问卷，其中包含十个关于正在进行的活动的问题，以及他们如何体验协作、跨专业团队合作、学术情绪、流畅和压力等方面的问题。此外，参与者被要求在课程前后使用跨学科教育感知量表来评估他们对跨专业团队合作的态度。
总样本包括 27 名来自欧盟/欧洲经济区以外的合格医生。在跨学科教育感知量表的“实际合作感知”类别中，课程结束后参与者的得分显著提高。流畅和学术情绪主要在自己的学习期间、研讨会和讲座中感受到。学术情绪是冷漠、焦虑和无聊。最常经历的学术情绪是冷漠。课程参与者在考试时对压力的评价最高。
结果表明，该课程对参与者对实际合作的感知产生了积极影响。似乎参加这种课程对参与者来说是一种积极的体验，因为他们大多体验到高度的流畅感。与他人合作被认为是积极的，参与者报告在合作活动中体验到高度的流畅感。
