Linda Chan, Paul Po Ling Chan, Fraide A Ganotice, Julie Yun Chen, Tai Pong Lam, Carmen Ka Man Wong, Emma Victoria Marianne Bilney, Zoe Ho Wai Tang, Sam Cheuk Hong Yuen, Samuel Yeung Shan Wong, Cynthia R Whitehead, George L Tipoe
{"title":"香港医学教育工作者心理韧性影响因素的质性探讨","authors":"Linda Chan, Paul Po Ling Chan, Fraide A Ganotice, Julie Yun Chen, Tai Pong Lam, Carmen Ka Man Wong, Emma Victoria Marianne Bilney, Zoe Ho Wai Tang, Sam Cheuk Hong Yuen, Samuel Yeung Shan Wong, Cynthia R Whitehead, George L Tipoe","doi":"10.5334/pme.1616","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Globally, alarming trends of psychological distress among physicians and medical students threaten patient care and professionalism. The resilience and well-being of medical educators have been recognised as key influences on learners. However, relevant research is limited, especially in Asian contexts. Using the National Academy of Medicine (NAM) model as a lens, this study explores what external and individual factors impact the resilience of Hong Kong (HK)-based medical educators.</p><p><strong>Methods: </strong>HK-based medical educators, who taught medical students and physicians, were recruited using purposive sampling. They participated in semi-structured online interviews from 06/2021 to 04/2022. Anonymous sociodemographic information was collected through an online survey, and video recordings were transcribed anonymously. Guided by the NAM model, a hybrid deductive and inductive thematic analysis was conducted.</p><p><strong>Results: </strong>Twenty medical educators participated. They identified factors capturing all seven NAM model domains as influencing their resilience. Of those, \"<i>organisational factors\"</i> (institutional expectations, recognition, and rewards) and \"<i>personal factors\"</i> (social support from family, friends, and colleagues, and a sense of purpose in their roles) were perceived as influencing their resilience to a similar extent, suggesting that both organisational support and individual connections can bolster medical educators' resilience.</p><p><strong>Discussion: </strong>This study, the first of its kind in Asia, examined the applicability and contextual suitability of the NAM model for use among HK-based medical educators. They perceived organisational and individual factors as complementary in influencing their resilience. Our findings highlighted the importance of considering both system- and individual-level aspects when designing strategies for promoting resilience in this population.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"590-602"},"PeriodicalIF":3.9000,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12466334/pdf/","citationCount":"0","resultStr":"{\"title\":\"A Qualitative Exploration of Hong Kong Medical Educators' Perspectives on Factors Influencing Their Resilience.\",\"authors\":\"Linda Chan, Paul Po Ling Chan, Fraide A Ganotice, Julie Yun Chen, Tai Pong Lam, Carmen Ka Man Wong, Emma Victoria Marianne Bilney, Zoe Ho Wai Tang, Sam Cheuk Hong Yuen, Samuel Yeung Shan Wong, Cynthia R Whitehead, George L Tipoe\",\"doi\":\"10.5334/pme.1616\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>Globally, alarming trends of psychological distress among physicians and medical students threaten patient care and professionalism. The resilience and well-being of medical educators have been recognised as key influences on learners. However, relevant research is limited, especially in Asian contexts. Using the National Academy of Medicine (NAM) model as a lens, this study explores what external and individual factors impact the resilience of Hong Kong (HK)-based medical educators.</p><p><strong>Methods: </strong>HK-based medical educators, who taught medical students and physicians, were recruited using purposive sampling. They participated in semi-structured online interviews from 06/2021 to 04/2022. Anonymous sociodemographic information was collected through an online survey, and video recordings were transcribed anonymously. Guided by the NAM model, a hybrid deductive and inductive thematic analysis was conducted.</p><p><strong>Results: </strong>Twenty medical educators participated. They identified factors capturing all seven NAM model domains as influencing their resilience. Of those, \\\"<i>organisational factors\\\"</i> (institutional expectations, recognition, and rewards) and \\\"<i>personal factors\\\"</i> (social support from family, friends, and colleagues, and a sense of purpose in their roles) were perceived as influencing their resilience to a similar extent, suggesting that both organisational support and individual connections can bolster medical educators' resilience.</p><p><strong>Discussion: </strong>This study, the first of its kind in Asia, examined the applicability and contextual suitability of the NAM model for use among HK-based medical educators. They perceived organisational and individual factors as complementary in influencing their resilience. Our findings highlighted the importance of considering both system- and individual-level aspects when designing strategies for promoting resilience in this population.</p>\",\"PeriodicalId\":48532,\"journal\":{\"name\":\"Perspectives on Medical Education\",\"volume\":\"14 1\",\"pages\":\"590-602\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2025-09-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12466334/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectives on Medical Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.5334/pme.1616\",\"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.1616","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}
A Qualitative Exploration of Hong Kong Medical Educators' Perspectives on Factors Influencing Their Resilience.
Introduction: Globally, alarming trends of psychological distress among physicians and medical students threaten patient care and professionalism. The resilience and well-being of medical educators have been recognised as key influences on learners. However, relevant research is limited, especially in Asian contexts. Using the National Academy of Medicine (NAM) model as a lens, this study explores what external and individual factors impact the resilience of Hong Kong (HK)-based medical educators.
Methods: HK-based medical educators, who taught medical students and physicians, were recruited using purposive sampling. They participated in semi-structured online interviews from 06/2021 to 04/2022. Anonymous sociodemographic information was collected through an online survey, and video recordings were transcribed anonymously. Guided by the NAM model, a hybrid deductive and inductive thematic analysis was conducted.
Results: Twenty medical educators participated. They identified factors capturing all seven NAM model domains as influencing their resilience. Of those, "organisational factors" (institutional expectations, recognition, and rewards) and "personal factors" (social support from family, friends, and colleagues, and a sense of purpose in their roles) were perceived as influencing their resilience to a similar extent, suggesting that both organisational support and individual connections can bolster medical educators' resilience.
Discussion: This study, the first of its kind in Asia, examined the applicability and contextual suitability of the NAM model for use among HK-based medical educators. They perceived organisational and individual factors as complementary in influencing their resilience. Our findings highlighted the importance of considering both system- and individual-level aspects when designing strategies for promoting resilience in this population.
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.