Negotiation in academic medicine: narratives of faculty researchers and their mentors.
Negotiation in academic medicine: narratives of faculty researchers and their mentors.
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DOI：
10.1097/acm.0b013e318286072b
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发表时间：
2013-04
期刊：
影响因子：
--
通讯作者：
Jagsi R
中科院分区：
文献类型：
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作者：
Sambuco D;Dabrowska A;Decastro R;Stewart A;Ubel PA;Jagsi R
很少有研究人员探讨学术医学教师的谈判经验，尽管谈判对他们的职业成功至关重要。作者试图了解医学院研究人员的谈判经验和看法。在2010年2月至2011年8月期间，作者对100名前美国国立卫生研究院指导职业发展奖获得者和28名他们的导师进行了半结构化的深度电话采访。有目的的抽样确保了观点的多样化。多名分析师使用定性数据分析软件按主题逐字编码文本。与会者描述了谈判在学术医疗事业中的重要性，但也表达了naïve和对这些谈判毫无准备的感觉，特别是作为初级教员。获奖者专注于权力、杠杆和战略，他们表示需要培训和指导来学习成功的谈判技巧。相比之下，导师们则强调灵活性和共同利益在为教师个人和机构创造双赢局面方面的重要性。当教师将谈判解释为对抗和/或零和时，参与者认为这需要传统的男性特质，并认为女性处于劣势。学术医学教师往往缺乏成功谈判所必需的技能和知识，尤其是在他们职业生涯的早期。许多人认为谈判是一种对抗的过程，专家称之为“强硬的立场谈判”。提高对替代性谈判技巧的认识（例如，“有原则的谈判”，其中强调共同利益、相互满意的选择和公平的标准）可能会鼓励医务人员，特别是妇女取得成功。
Few researchers have explored the negotiation experiences of academic medical faculty even though negotiation is crucial to their career success. The authors sought to understand medical faculty researchers' experiences with and perceptions of negotiation. Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Participants described the importance of negotiation in academic medical careers but also expressed feeling naïve and unprepared for these negotiations, particularly as junior faculty. Award recipients focused on power, leverage, and strategy, and they expressed a need for training and mentorship to learn successful negotiation skills. Mentors, by contrast, emphasized the importance of flexibility and shared interests in creating win-win situations for both the individual faculty member and the institution. When faculty construed negotiation as adversarial and/or zero-sum, participants believed it required traditionally masculine traits and perceived women to be at a disadvantage. Academic medical faculty often lack the skills and knowledge necessary for successful negotiation, especially early in their careers. Many view negotiation as an adversarial process of the sort that experts call “hard positional bargaining.” Increasing awareness of alternative negotiation techniques (e.g., “principled negotiation,” in which shared interests, mutually satisfying options, and fair standards are emphasized), may encourage the success of medical faculty, particularly women.