影响伊朗普通医学临床教育复原力的因素：一项定性内容分析研究。

Factors influencing the resilience of clinical education in general medicine in Iran: a qualitative content analysis study.

作者信息

Jalali Katayoun, Ahmadi Marzaleh Milad, Faghihi Seyed Aliakbar, Hayat Ali Asghar, Rezaee Rita

机构信息

Department of Medical Education, School of Medicine, Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.

Department of Health in Disasters and Emergencies, Health Human Resources Research Center, School of Health Management and Information Sciences, Shiraz University of Medical Sciences, Shiraz, Iran.

出版信息

BMC Med Educ. 2025 Mar 28;25(1):456. doi: 10.1186/s12909-025-07000-5.

DOI:10.1186/s12909-025-07000-5

PMID:40155952

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11951727/

Abstract

BACKGROUND

Clinical education is one of the key components of medical education and directly affects the efficiency, professional skills, and quality of future services graduates provide. Additionally, resilience plays an essential role in facing crises and forming medical students' professional identity. Strengthening resilience can accelerate this process. Therefore, this study was conducted to comprehensively understand the dimensions and factors affecting resilience in the clinical education of general medicine, based on the experiences of stakeholders, including professors and students present in clinical environments.

METHODOLOGY

This qualitative study was conducted based on purposive sampling among ten faculty members and six medical students. The data collection process was conducted from September 2023 to April 2024 through semi-structured interviews. Interviews were transcribed, and data analysis was accomplished according to the steps proposed by Graneheim and Lundman (2004).

RESULTS

Data analysis revealed three themes that reflected the factors influencing resilience in clinical education: Facilitators of resilient clinical education, Barriers of resilient clinical education, and Prerequisite factors of resilient clinical education.

CONCLUSION

According to the results, in order to create a resilient clinical education system, it is necessary to pay attention to factors such as the use of residents in teaching, cooperative learning, effective interaction, strong knowledge base, infrastructure development, and spreading the culture of learning from experiences. In the meantime, obstacles such as the loss of trust between community members and doctors, heavy workload, non-scientific management and treatment-oriented clinical training centers can prevent the realization of this goal. On the other hand, supporting faculty members with training programs and job promotion as well as paying attention to individual resilience are considered as facilitating factors in this direction.

摘要

背景

临床教育是医学教育的关键组成部分之一，直接影响未来毕业生提供服务的效率、专业技能和质量。此外，复原力在应对危机和塑造医学生职业身份方面起着至关重要的作用。增强复原力可以加速这一进程。因此，本研究基于包括临床环境中的教授和学生在内的利益相关者的经验，旨在全面了解影响普通医学临床教育中复原力的维度和因素。

方法

本定性研究基于目的抽样法，选取了10名教师和6名医学生。数据收集过程于2023年9月至2024年4月通过半结构化访谈进行。访谈内容被转录，并根据Graneheim和Lundman（2004年）提出的步骤进行数据分析。

结果

数据分析揭示了三个反映临床教育中影响复原力因素的主题：复原力临床教育的促进因素、复原力临床教育的障碍以及复原力临床教育的先决因素。

结论

根据研究结果，为了创建一个具有复原力的临床教育体系，有必要关注诸如在教学中使用住院医师、合作学习、有效互动、强大的知识基础、基础设施发展以及传播从经验中学习的文化等因素。与此同时，诸如社区成员与医生之间信任丧失、工作量大、管理不科学以及以治疗为导向的临床培训中心等障碍可能会阻碍这一目标的实现。另一方面，通过培训项目和职业晋升来支持教师以及关注个人复原力被视为朝着这个方向的促进因素。