Becoming an academic doctor: perceptions of scholarly careers
Becoming an academic doctor: perceptions of scholarly careers
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DOI：
10.1111/j.1365-2923.2008.03270.x
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发表时间：
2009-04-01
影响因子：
6
通讯作者：
Irby, David M.
中科院分区：
文献类型：
--
作者：
O'Sullivan, Patricia S.;Niehaus, Brian;Irby, David M.
尽管人们认识到需要为未来的教师做好准备，但关于如何最好地完成这一任务的研究却很少，特别是在研究密集型医学院的学习者和教师中。我们采访了来自美国一家机构的40名医学生、住院医生和教师，并询问了学校为哪些职业做准备以及应该为哪些职业做准备的问题，以及该机构在这方面的优势。访谈在参与者选择的地点进行。所有的访谈都使用定性方法和软件进行转录和编码。编码和主题在研究团队成员之间进行了审查和讨论，并由外部评审员进行了验证。我们确定了与成为学术博士相关的五个主题：早期接触研究;榜样和指导;职业道路;个人和社会因素的相互作用，结果表明，应该在本科和研究生医学教育中安排机会，以刺激该项目旨在培养学生对学术医生职业的兴趣，并帮助初级教员充当榜样，鼓励学习者从事学术医学职业。
Despite a recognised need to prepare future faculty members, little research has been conducted on how best to accomplish this task, especially among learners and faculty members within research-intensive medical schools.We interviewed 40 medical students, residents and faculty members from a single institution in the USA and asked questions about which careers the school does and should prepare individuals for, and the strengths of the institution for doing so. Interviews were conducted in person at a location chosen by the participant. All interviews were transcribed and coded using qualitative methods and software. The coding and themes were reviewed and discussed among members of the research team and verified by external reviewers.We identified five themes related to becoming an academic doctor: early exposure to research; role models and mentoring; career pathways; interplay of personal and social factors, and career support for junior faculty members.Results suggest that opportunities should be structured within undergraduate and graduate medical education to stimulate interest in careers as academic doctors and to aid junior faculty members to act as role models who can encourage learners to pursue careers in academic medicine.