医科学生移居国外的意向：基于英国的现实主义评估。
IF 4.8
2区 医学
Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Perspectives on Medical Education
Pub Date : 2024-02-21
eCollection Date: 2024-01-01
DOI:10.5334/pme.1170
引用次数: 0
摘要
导言：医科学生在获得资格后出国可能会导致国内医疗保健人才短缺。更深入地了解医科学生如何做出出国决定，可以提高获得资格后的留用率。研究的目的是建立一套方案理论，解释医学生是否打算出国：方法：在第一阶段，根据文献综述提出初步方案理论。在第二阶段，通过对英国一所医学院的医学生进行 30 次现实主义访谈，形成了这一理论。在第 3 阶段，利用最终方案理论为利益相关者提出建议：结果：研究结果凸显了医学生在决定是否出国留学时所做出的复杂决策。我们确定了导致两种结果（有意出国和无意出国）的五种背景和六种机制：这项现实主义评估展示了环境和机制如何相互作用，从而产生特定的结果。这些洞察力使我们能够提出以证据为基础的建议，以期留住毕业生，包括在医学课程中保护他们体验其他医疗系统的时间，改善国内研究生职位的供应，为毕业生提供国内职业确定性和更强大的国内社会支持网络。本文章由计算机程序翻译，如有差异，请以英文原文为准。
Medical Student Intentions to Move Abroad: A UK-Based Realist Evaluation.
Introduction: Medical students moving abroad after qualification may contribute to domestic healthcare workforce shortages. Greater insights into how medical students make decisions about moving abroad may improve post-qualification retention. The aim was to develop a programme theory explaining medical students' intentions to move abroad or not.
Methods: In Phase 1 the initial programme theory was generated from a literature review. In Phase 2, the theory was developed through 30 realist interviews with medical students from a medical school in the United Kingdom. In Phase 3 the final programme theory was used to produce recommendations for stakeholders.
Results: The findings highlight the complex decision-making that medical students undertake when deciding whether to move abroad. We identified five contexts and six mechanisms leading to two outcomes (intention to move abroad and no intention to move abroad).
Conclusions: This realist evaluation has demonstrated how contexts and mechanisms may interact to enable specific outcomes. These insights have allowed evidence-based recommendations to be made with a view to retaining graduates, including protected time within medical curricula to experience other healthcare systems, improved availability of domestic postgraduate posts providing domestic career certainty and stronger domestic-based social support networks for graduates.
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来源期刊
Perspectives on Medical Education
Multiple-
CiteScore
5.70
自引率
8.30%
发文量
31
审稿时长
28 weeks
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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