成为临床医生教练的临床医生的学习转变：一项针对急诊医生的探索性定性研究
Learning Shifts of Clinicians Who Become Clinician-Coaches: An Exploratory Qualitative Study of Emergency Physicians.
作者信息
Rixon Andrew, Lister Victoria, Wong Lee Yung, Elder Elizabeth, Wilson Samuel
机构信息
Department of Management, Griffith University, Brisbane, Queensland, Australia.
Centre for Work, Organisation and Wellbeing, Griffith University, Gold Coast, Queensland, Australia.
出版信息
Emerg Med Australas. 2025 Jun;37(3):e70076. doi: 10.1111/1742-6723.70076.
OBJECTIVE
To explore how emergency physicians experience and sustain the shift from clinicians to clinician-coaches.
METHODS
Participants were interviewed about how they made sense of their coaching roles and coaching practice within the emergency department.
RESULTS
Using reflexive thematic analysis, five themes were developed that pertain to the key learning shifts that characterised their journey from clinician to clinician-coach. These involved a shift from problem-solving to possibility-finding; from authority to partnership; from certainty to curiosity; from expertise to humility; and from doing to being.
CONCLUSIONS
Fostering a supportive environment for these five shifts could facilitate the transformations in identity and practice necessary for clinicians to become clinician-coaches.
目的
探讨急诊医生如何经历并维持从临床医生到临床指导者的转变。
方法
就参与者如何理解其在急诊科的指导角色和指导实践进行了访谈。
结果
采用反思性主题分析法，形成了五个主题，这些主题与他们从临床医生转变为临床指导者过程中的关键学习转变有关。这些转变包括从解决问题到寻找可能性；从权威到伙伴关系；从确定性到好奇心；从专业知识到谦逊；以及从行动到存在。
结论
为这五个转变营造一个支持性环境，可以促进临床医生转变为临床指导者所需的身份和实践转变。
Zotero 插件