Jeong Hyeyoon, Cho Hyena, Seo Kyoung-Woo, Lee Janghoon, Kim Miran, Yu Jihye
Department of Education Policy, Organization & Leadership, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA.
Department of Cardiology, Ajou University School of Medicine, Suwon, Korea (the Republic of).
BMJ Open. 2025 Jan 20;15(1):e091535. doi: 10.1136/bmjopen-2024-091535.
The study aims to explore the workplace learning experiences of medical faculty in critical care specialties at a university hospital, focusing on how they develop their professional identity and construct the meaning of their work.
Qualitative, phenomenological study.
The current study was conducted at a university hospital in South Korea between November 2022 and October 2023.
Five faculty members (two males and three females) from critical care specialties (eg, emergency medicine) with over 15 years of experience, each having served as faculty at a university hospital for more than 5 years.
Six key themes emerged: cultivating 'doctor-ishness' in the realm of critical care, beacon of inner drive: guiding professional growth, nexus for leveraging expertise and fostering professional growth, the challenging reality of becoming an 'ideal' faculty, the shifting tides of the medical profession's role and weaving workplace learning into a unique rhythm of practice. These themes collectively highlight that faculty members' workplace learning involves a transition from functional professionals to reflective practitioners.
Workplace learning of faculty members with critical care specialties is understood as an ongoing, context-dependent and individualised process in which emotions play a crucial role in determining the depth and significance of learning and shaping professional identities. This study highlights their capacity for agency and potential, offering a perspective beyond previous research that has primarily focused on their hardships. By shedding light on their workplace learning from an insider's view and underscoring the need to support professional development in these high-stakes fields, our findings suggest theoretical and practical interventions to foster the mutual growth of faculty and hospital organisations.
本研究旨在探索大学医院重症监护专业医学教员的职场学习经历，重点关注他们如何形成职业身份以及构建工作意义。
质性现象学研究。
本研究于2022年11月至2023年10月在韩国一家大学医院开展。
五名来自重症监护专业（如急诊医学）、拥有超过15年经验的教员（两名男性和三名女性），每人在大学医院担任教员超过5年。
出现了六个关键主题：在重症监护领域培养“医生特质”、内在动力的灯塔：引导职业成长、利用专业知识与促进职业成长的纽带、成为“理想”教员的挑战现实、医学职业角色的变化潮流以及将职场学习融入独特的实践节奏。这些主题共同凸显出教员的职场学习涉及从职能型专业人员向反思型从业者的转变。
重症监护专业教员的职场学习被理解为一个持续的、依赖情境且个性化的过程，在这个过程中，情感在决定学习的深度和意义以及塑造职业身份方面起着至关重要的作用。本研究凸显了他们的能动性和潜力，提供了一个超越以往主要关注其艰辛的研究视角。通过从内部视角揭示他们的职场学习，并强调在这些高风险领域支持专业发展的必要性，我们的研究结果提出了促进教员与医院组织共同成长的理论和实践干预措施。
