Gerbrich Galema, Götz J K G Wietasch, Debbie A D C Jaarsma, Jasperina Brouwer
{"title":"青年居民动员社会资本的障碍及其应对：一个质的自我社会网络研究。","authors":"Gerbrich Galema, Götz J K G Wietasch, Debbie A D C Jaarsma, Jasperina Brouwer","doi":"10.5334/pme.1629","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Residents rely on social support from team members to navigate patient care, while also facing challenges integrating into the healthcare team. Although prior research has explored help-seeking behavior, little attention has been given to how residents overcome barriers to mobilizing social resources. This study explores how, in daily clinical practice, do residents perceive and respond to barriers in accessing and making use of social capital during challenging situations?</p><p><strong>Methods: </strong>We used a mixed-methods social network approach. Twenty-nine junior residents from various specialties participated in qualitative interviews, supplemented by ego (personal) networks to encourage respondents' reflection on social relationship dynamics.</p><p><strong>Results: </strong>Qualitative ego network analysis revealed that residents encounter significant physical and psychological barriers, such as uncertainty and the perceived costs of seeking support, which limit access to crucial information and expertise. Quantitative ego network analysis showed that residents predominantly turned to supervisors, nurses, and peers in challenging situations. However, interviews highlighted the complexity of supervisory relationships, shaped by concerns about career impact. To navigate these barriers emotional support was sought from friends, parents, and close colleagues, while expertise was sought from supervisors, senior residents, and nurses.</p><p><strong>Conclusion: </strong>Residents face significant barriers in mobilizing social capital, particularly with supervisors. To cope, they draw on different parts of their network for emotional support and expertise. Our results suggest that existing help-seeking models, such as Borgatti and Cross's, require refinement: power dynamics contribute to the perceived 'costs' of help-seeking, and uncertainty about others' supportive potential reflects the influence of role ambiguity and relational comfort.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"447-461"},"PeriodicalIF":3.9000,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12315688/pdf/","citationCount":"0","resultStr":"{\"title\":\"Exploring Junior Residents' Barriers in Mobilizing Social Capital and Their Coping: A Qualitative Ego Social Network Study.\",\"authors\":\"Gerbrich Galema, Götz J K G Wietasch, Debbie A D C Jaarsma, Jasperina Brouwer\",\"doi\":\"10.5334/pme.1629\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Residents rely on social support from team members to navigate patient care, while also facing challenges integrating into the healthcare team. Although prior research has explored help-seeking behavior, little attention has been given to how residents overcome barriers to mobilizing social resources. This study explores how, in daily clinical practice, do residents perceive and respond to barriers in accessing and making use of social capital during challenging situations?</p><p><strong>Methods: </strong>We used a mixed-methods social network approach. Twenty-nine junior residents from various specialties participated in qualitative interviews, supplemented by ego (personal) networks to encourage respondents' reflection on social relationship dynamics.</p><p><strong>Results: </strong>Qualitative ego network analysis revealed that residents encounter significant physical and psychological barriers, such as uncertainty and the perceived costs of seeking support, which limit access to crucial information and expertise. Quantitative ego network analysis showed that residents predominantly turned to supervisors, nurses, and peers in challenging situations. However, interviews highlighted the complexity of supervisory relationships, shaped by concerns about career impact. To navigate these barriers emotional support was sought from friends, parents, and close colleagues, while expertise was sought from supervisors, senior residents, and nurses.</p><p><strong>Conclusion: </strong>Residents face significant barriers in mobilizing social capital, particularly with supervisors. To cope, they draw on different parts of their network for emotional support and expertise. Our results suggest that existing help-seeking models, such as Borgatti and Cross's, require refinement: power dynamics contribute to the perceived 'costs' of help-seeking, and uncertainty about others' supportive potential reflects the influence of role ambiguity and relational comfort.</p>\",\"PeriodicalId\":48532,\"journal\":{\"name\":\"Perspectives on Medical Education\",\"volume\":\"14 1\",\"pages\":\"447-461\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2025-07-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12315688/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectives on Medical Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.5334/pme.1629\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.1629","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Exploring Junior Residents' Barriers in Mobilizing Social Capital and Their Coping: A Qualitative Ego Social Network Study.
Background: Residents rely on social support from team members to navigate patient care, while also facing challenges integrating into the healthcare team. Although prior research has explored help-seeking behavior, little attention has been given to how residents overcome barriers to mobilizing social resources. This study explores how, in daily clinical practice, do residents perceive and respond to barriers in accessing and making use of social capital during challenging situations?
Methods: We used a mixed-methods social network approach. Twenty-nine junior residents from various specialties participated in qualitative interviews, supplemented by ego (personal) networks to encourage respondents' reflection on social relationship dynamics.
Results: Qualitative ego network analysis revealed that residents encounter significant physical and psychological barriers, such as uncertainty and the perceived costs of seeking support, which limit access to crucial information and expertise. Quantitative ego network analysis showed that residents predominantly turned to supervisors, nurses, and peers in challenging situations. However, interviews highlighted the complexity of supervisory relationships, shaped by concerns about career impact. To navigate these barriers emotional support was sought from friends, parents, and close colleagues, while expertise was sought from supervisors, senior residents, and nurses.
Conclusion: Residents face significant barriers in mobilizing social capital, particularly with supervisors. To cope, they draw on different parts of their network for emotional support and expertise. Our results suggest that existing help-seeking models, such as Borgatti and Cross's, require refinement: power dynamics contribute to the perceived 'costs' of help-seeking, and uncertainty about others' supportive potential reflects the influence of role ambiguity and relational comfort.
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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