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A survey of primary care physicians' perceptions and needs regarding the community-based teaching of medical students.

初级保健医生对医学生社区教学的看法和需求的调查。

基本信息

批准号：
22500836
负责人：
MAEZAWA Masaji
金额：
$ 1.83万
依托单位：
Hokkaido University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2010
资助国家：
日本
起止时间：
2010 至 2012
项目状态：
已结题

项目摘要

There is systematic evidence that community-based education is effective in training medical students. However various obstacles may exist that prevent primary care physicians in community hospitals from sustaining their mentoring activities. The aim of this study is to explore ways for the physicians to overcome such adversities and continue their mentoring activities. Semi-structured interviews were performed for physicians' in order to reveal their perceptions and needs regarding the precepting of medical students in their offices. All interviews were tape-recorded and transcribed, the verbatim transcripts were analyzed, and repeated themes were identified. Three themes that emerged as needs were: 1. sustained significant human relationship, including the formation of a network between students and university faculty, as well as developing partnerships with many community residents or other medical professions; 2. intrinsic motivations and satisfaction, including pleasure in mentoring the younger generations; 3. rewards, including financial compensation. The physicians as preceptors require non remunerative, intrinsic motivational factors, such as a sense of satisfaction regarding the education of medical students and being able to relate to residents and others healthcare professions, when pursuing their educational activity. To support them, focusing only on monetary facets may be unsuccessful for them to continue their educational work.

有系统的证据表明，社区教育在培养医学生方面是有效的。然而，可能存在各种障碍，使社区医院的初级保健医生无法继续开展辅导活动。本研究旨在探讨医师如何克服这些逆境，并继续进行辅导活动。对医生进行了半结构化访谈，以揭示他们对医学生在其办公室的训导的看法和需求。所有的访谈都被录音并转录，逐字逐句地进行分析，并确定重复的主题。作为需求出现的三个主题是：1。维持重要的人际关系，包括在学生和大学教师之间形成网络，以及与许多社区居民或其他医疗专业发展伙伴关系；2. 内在动机和满足感，包括指导年轻一代的乐趣；3. 奖励，包括经济补偿。作为导师的医生在从事教育活动时需要无酬的内在动机因素，例如对医学生的教育感到满意，能够与住院医生和其他保健专业人员建立联系。为了支持他们，只关注金钱方面可能无法让他们继续他们的教育工作。