Stephens Timothy Noel, Somerville Susan
International Medical Center, Central South University Xiangya Medical College Haikou Affiliated Hospital, 43 Renmin Avenue, Haikou, 570208, Hainan, China.
Centre for Medical Education, University of Dundee, Dundee, Scotland.
BMC Med Educ. 2025 Jan 9;25(1):41. doi: 10.1186/s12909-025-06650-9.
Like other countries developing standardized general practice training, China faces the challenge of training vast numbers of new general practice faculty. However, little is known about these clinician-teachers' motivations and perceived needs for faculty development. This review intended to explore available published data on Chinese general practice faculty development needs and motivation for ongoing professional development.
A systematic search was conducted using combinations of keyword and MeSH term searches in English in PubMed and in Chinese language CNKI and WanFang databases, followed by a qualitative narrative synthesis of relevant articles identified.
English or Chinese publications between 1990 and 2021; qualitative or quantitative research, systematic reviews, literature reviews, review or opinion articles pertaining to faculty development or professional development needs or motivations of general practice or family medicine teachers. Articles pertaining to fields outside of medicine, those with a heavy subspecialty focus or not relevant to primary care were excluded.
A total of 88 full text articles were included in this review. Available data on Chinese general practice faculty development needs placed emphasis on fundamental general practice knowledge, principles, and clinical training needs more than teaching and assessment skills. Learning through teaching and a sense of responsibility were potential sources of intrinsic motivation for pursuing faculty development. Potential barriers to participation included busy workloads, inadequate organizational support, and limited finances. Mandatory participation, irrelevant content, lack of teaching experience, lack of motivation to teach, and overall job dissatisfaction appeared to negatively influence motivation to pursue faculty development.
Further research should explore the broader continuous professional development needs of this large population of general practice teachers. Qualitative studies are needed to clarify how individual, organizational, and contextual factors influence teachers' motivation to pursue faculty development.
与其他开展标准化全科医学培训的国家一样，中国面临着培养大量新的全科医学教师的挑战。然而，对于这些临床教师开展师资发展的动机和感知需求却知之甚少。本综述旨在探索已发表的有关中国全科医学师资发展需求以及持续专业发展动机的数据。
在PubMed数据库中使用英文关键词和医学主题词组合进行系统检索，并在中国知网和万方数据库中使用中文进行检索，随后对识别出的相关文章进行定性叙述性综合分析。
1990年至2021年间的英文或中文出版物；定性或定量研究、系统评价、文献综述、关于全科医学或家庭医学教师师资发展或专业发展需求或动机的综述或观点文章。排除与医学领域之外、专注于亚专业或与初级保健无关的文章。
本综述共纳入88篇全文文章。现有关于中国全科医学师资发展需求的数据更强调全科医学基础知识、原则和临床培训需求，而非教学和评估技能。通过教学学习和责任感是追求师资发展的内在动机的潜在来源。参与的潜在障碍包括工作量大、组织支持不足和资金有限。强制参与、内容不相关、缺乏教学经验、缺乏教学动机以及总体工作满意度低似乎对追求师资发展的动机产生负面影响。
进一步的研究应探索这一庞大群体的全科医学教师更广泛的持续专业发展需求。需要进行定性研究以阐明个人、组织和环境因素如何影响教师追求师资发展的动机。
