Work engagement in health professions education*
Work engagement in health professions education*
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健康专业教育的工作参与度*
作者：
J. W. Berg;N. Mastenbroek;R. Scheepers;D. Jaarsma
摘要工作投入与个人幸福感和工作绩效之间存在正相关关系，因此在卫生职业教育中应给予更多关注。在卫生专业教育方面，已经在各个层面对这些成果进行了研究。想想敬业的临床教师，他们被认为是更好的临床教师;想想敬业的住院医生，他们报告的医疗错误比不敬业的同行少。卫生专业教育中的许多主题都可以从明确包括工作参与作为预期结果中受益，例如教师发展计划，反馈提供和教师认可。此外，旨在加强资源的干预措施可以为教师的福祉和所有工作角色的表现提供坚实的基础。工作投入在概念上与倦怠有关。职业倦怠和工作投入文献的一个重要模型是工作需求-资源（JD-R）模型。该模型可用于描述工作特征、个人特征与幸福感和工作绩效之间的关系。我们解释了如何使用这个模型有助于确定促进幸福的教学方面，以及它如何为旨在提高教师的幸福感和绩效的干预措施铺平道路。
Abstract Work engagement deserves more attention in health professions education because of its positive relations with personal well-being and performance at work. For health professions education, these outcomes have been studied on various levels. Consider engaged clinical teachers, who are seen as better clinical teachers; consider engaged residents, who report committing fewer medical errors than less engaged peers. Many topics in health professions education can benefit from explicitly including work engagement as an intended outcome such as faculty development programs, feedback provision and teacher recognition. In addition, interventions aimed at strengthening resources could provide teachers with a solid foundation for well-being and performance in all their work roles. Work engagement is conceptually linked to burnout. An important model that underlies both burnout and work engagement literature is the job demands-resources (JD-R) model. This model can be used to describe relationships between work characteristics, personal characteristics and well-being and performance at work. We explain how using this model helps identifying aspects of teaching that foster well-being and how it paves the way for interventions which aim to increase teacher’s well-being and performance.