White J A, Anderson P
Department of Management, Loyola Marymount University, Los Angeles, CA 90045, USA.
J Gen Intern Med. 1995 Mar;10(3):126-32. doi: 10.1007/BF02599665.
To learn about what enhances or hinders learning in postgraduate medical education.
Through the use of critical incident interviews, 20 internal medicine residents and 20 attending physicians/faculty were asked to describe specific situations where resident learning had occurred and where it had not occurred.
A large teaching hospital in the Midwest.
Factors positively associated with learning were mentioned frequently (faculty involvement, interaction, and reflection in discussion), and others only rarely (knowing outcomes of effort, resident reading) by both the faculty and the residents. Others were mentioned more often by the residents (feeling relaxed) or by the faculty (technical rationality).
Residents and attendings do not always agree as to what facilitates resident learning. Recognizing actions that residents believe facilitate learning may help faculty more effectively promote resident learning. Because of the similarities of resident training across the country, the results from this study can be applied to other programs.
了解在研究生医学教育中促进或阻碍学习的因素。
通过关键事件访谈，邀请了20名内科住院医师和20名主治医师/教员，要求他们描述住院医师学习发生和未发生的具体情况。
中西部的一家大型教学医院。
教员和住院医师都频繁提到与学习呈正相关的因素（教员参与、讨论中的互动和反思），而其他因素（了解努力的结果、住院医师阅读）提及较少。其他因素中，住院医师更常提到（感觉轻松），教员则更常提到（技术合理性）。
住院医师和主治医师对于促进住院医师学习的因素并不总是意见一致。认识到住院医师认为有助于学习的行为可能有助于教员更有效地促进住院医师学习。由于全国住院医师培训的相似性，本研究结果可应用于其他项目。
