What Attitudes and Values Are Incorporated Into Self as Part of Professional Identity Construction When Becoming a Surgeon?
What Attitudes and Values Are Incorporated Into Self as Part of Professional Identity Construction When Becoming a Surgeon?
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DOI：
10.1097/acm.0000000000001454
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发表时间：
2017-04-01
影响因子：
7.4
通讯作者：
Kneebone, Roger
中科院分区：
文献类型：
--
作者：
Cope, Alexandra;Bezemer, Jeff;Kneebone, Roger
目的明确外科医生群体的态度和价值观，以了解特定住院医师群体的职业认同建设。方法采用扎根理论方法，对16名外科研究生进行访谈。他们用人种学观察和额外的描述性访谈来补充这些初始访谈数据，以探索外科医生在住院医师培训期间学到的态度和价值观（2010-2013）。参与者在英国一所大学教学医院参加普通外科培训项目的外科医生和住院医生。结果参与培训的外科医生认为学习个人价值观或态度是“成为外科医生”的核心，也是职业认同构建的关键。他们描述了学习成为一个完美主义者，负责任，自我管理和适应力。他们讨论了如何学会自我批评，有时会带来看似神经质的意外后果。他们描述了学习有效的团队合作以及学习主动和创新，这使他们能够在他们工作的卫生保健组织中展示领导能力并推动行动和议程。结论据作者所知，这是第一个系统探讨外科研究生职业认同学习的研究。本研究对医学教育中职业认同建构的文献有贡献。作者得出结论，学徒模式的消亡和值班时间限制的增加不仅会影响技术技能的获得，更重要的是，会影响外科医生职业身份的构建。
PurposeTo make explicit the attitudes and values of a community of surgeons, with the aim of understanding professional identity construction within a specific group of residents.MethodUsing a grounded theory method, the authors collected data from 16 postgraduate surgeons through interviews. They complemented these initial interview data with ethnographic observations and additional descriptive interviews to explore the attitudes and values learned by surgeons during residency training (2010-2013). The participants were attending surgeons and residents in a general surgical training program in a university teaching hospital in the United Kingdom.ResultsParticipating surgeons described learning personal values or attitudes that they regarded as core to "becoming a surgeon" and key to professional identity construction. They described learning to be a perfectionist, to be accountable, and to self-manage and be resilient. They discussed learning to be self-critical, sometimes with the unintended consequence of seeming neurotic. They described learning effective teamwork as well as learning to take initiative and be innovative, which enabled them to demonstrate leadership and drive actions and agendas forward within the health care organization where they worked.ConclusionsTo the authors' knowledge, this is the first study to systematically explore the learning of professional identity amongst postgraduate surgeons. The study contributes to the literature on professional identity construction within medical education. The authors conclude that the demise of the apprenticeship model and the rise of duty hours limitations may affect not only the acquisition of technical skills but, more important, the construction of surgeon professional identity.