为什么提高医生的健康水平如此之难?资深医师职业认同内在机制的质性访谈研究。

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
GMS Journal for Medical Education Pub Date : 2024-11-15 eCollection Date: 2024-01-01 DOI:10.3205/zma001721
Heike Schulte, Gabriele Lutz, Claudia Kiessling
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引用次数: 0

摘要

目的:目前的研究越来越多地将医生的健康描述为濒危。改善医生健康的干预措施显示出不一致的结果。为了调查长期效果较弱的可能原因,我们调查了高级医生对自身健康相关性的看法,并分析了这些看法是否以及如何影响改善医生健康的难度。方法:对不同医学学科的资深医师进行了19次半结构化访谈,运用扎根理论法对数据进行分析并提出理论。结果:在访谈的基础上,我们建立了一个概念模型,确定了医生在自我保健方面犹豫不决的强化因素和改变障碍。与会者认为他们自己的健康需求很低,把健康等同于业绩。这些看法被描述为他们职业身份的一部分,并反映在他们工作的医院文化中。作为医生集体职业认同(CPI)一部分的机制有助于通过早期社会化和对卓越表现的自豪感来稳定现状。此外,同事之间对虚弱和疾病的禁忌,以及与病人和生病的医生的分离被认为是稳定机制。结论:研究结果支持这样的假设,即医生健康问题的一个原因可能在于CPI,其中包括将一个人的健康评为次要或不相关的倾向。根据社会认同理论(Social Identity Theory),已确定的对抗变化的机制是典型的群体策略,它确保CPI的稳定性,使现有的态度和信念难以改变。然而,通过解决这些潜在的机制,以及由有经验和有能力的内部成员支持的变革过程,为了医生和患者的利益,可能会克服阻碍变革的障碍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Why is it so hard to improve physicians' health? A qualitative interview study with senior physicians on mechanisms inherent in professional identity.

Objectives: Current research increasingly describes physicians' health as endangered. Interventions to improve physicians' health show inconsistent results. In order to investigate possible causes for weak long-term effects, we examined senior physicians' perceptions about the relevance of their own health and analyzed whether and how these might affect the difficulty to improve physicians' health.

Method: The authors conducted 19 semi-structured interviews with senior physicians from different medical disciplines, analyzed the data and developed theory using the grounded theory method.

Results: Based on the interviews, we developed a conceptual model which identifies reinforcing factors for physicians' hesitancy in self-care as well as barriers to change. Participants regarded their own health needs as low and equated health with performance. These perceptions were described as being part of their professional identity and mirrored by the hospital culture they work in. Mechanisms as part of the collective professional identity (CPI) of physicians help to stabilize the status quo through early socialization and pride in exceptional performance. In addition, the tabooing of weakness and illness among colleagues, and dissociation from patients as well as sick doctors were identified as stabilizing mechanisms.

Conclusion: Findings support the assumption that one cause of physicians' health problems might lie in a CPI that includes tendencies to rate one's health as secondary or irrelevant. Identified mechanisms against change are, according to Social Identity Theory, typical group strategies which ensure the stability of CPI and make existing attitudes and beliefs difficult to change. However, barriers against change could possibly be overcome by addressing these underlying mechanisms and by a change process that is supported by experienced and competent members of the in-group for the benefit of both physicians and patients.

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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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