Department of Academic Family Medicine, College of Medicine, University of Saskatchewan, Saskatoon, SK, S7M 3Y5, Canada.
College of Medicine, Victoria Hospital, Prince Albert, SK, S6V 5T4, Canada.
BMC Med Educ. 2024 Feb 1;24(1):106. doi: 10.1186/s12909-024-05038-5.
In 2009, Yvonne Steinert et al., at McGill University, published a study exploring barriers to faculty development (FD) participation among urban faculty. Over a decade later, we set out to replicate and expand on that study to learn what has changed in continued professional development (CPD) and what the current barriers are to participation in CPD for specialists and family physicians in rural and urban locations.
Informed by a collaborative inquiry research framework, we invited faculty across rural and urban Saskatchewan to focus groups and interview sessions. The results were analyzed for themes.
Thirty-four faculty members from both rural and urban areas participated in this study. Of these, 50% were female, 74% practiced in urban areas, and 56% had over 20 years of experience. Frequently cited reasons for nonparticipation included time constraints, organizational and logistical challenges, poor resonance with material and presenters, and lack of recognition for teaching provided. Racism contributed to feelings of disconnectedness among physician faculty members.
Even after more than a decade, our research uncovered consistent reasons for nonparticipation in locally organized CPD events. New findings highlighted feelings of disconnectedness, notably stemming from racism and workplace discrimination. However, with recent societal developments brought about by the COVID-19 pandemic, can we ride these major waves of change to a new future of engagement? The pandemic led to a shift to virtual and hybrid professional development programs, presenting both benefits and challenges. Additionally, the peri-COVID anti-racism movement may positively address previously unidentified reasons for nonattendance. Harnessing these major changes could lead to a new future of engagement for continued professional development.
2009 年，麦吉尔大学的 YvonneSteinert 等人发表了一项研究，探讨城市教师参与教师发展（FD）的障碍。十多年后，我们着手复制和扩展这项研究，以了解继续教育（CPD）中发生了哪些变化，以及农村和城市地区的专家和家庭医生参与 CPD 的当前障碍是什么。
在合作探究研究框架的指导下，我们邀请萨斯喀彻温省农村和城市地区的教师参加焦点小组和访谈会议。对结果进行主题分析。
来自农村和城市地区的 34 名教师参加了这项研究。其中，50%为女性，74%在城市地区工作，56%有 20 年以上的工作经验。经常被引用的不参与原因包括时间限制、组织和后勤挑战、与材料和演讲者的共鸣不佳，以及提供教学缺乏认可。种族主义导致医生教师之间的脱节感。
即使经过十多年，我们的研究仍发现了不参与本地组织的 CPD 活动的一致原因。新发现突出了脱节感，尤其是源自种族主义和工作场所歧视。然而，由于 COVID-19 大流行带来的最近的社会发展，我们能否驾驭这些重大变革浪潮，走向新的参与未来？大流行导致虚拟和混合专业发展计划的转变，带来了好处和挑战。此外，COVID-19 前的反种族主义运动可能会积极解决以前未被发现的不参与原因。利用这些重大变化可以为继续教育的参与带来新的未来。
