“推动变革”——探索从事倡导活动的医学生的观点和经验:英国一所医学院的定性研究。

IF 1.5 Q3 PRIMARY HEALTH CARE
Mehika Sood, David N Blane, Andrea E Williamson
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引用次数: 0

摘要

背景:倡导是医学毕业生公认的能力。许多医学生参与倡导,但这方面的研究是有限的。本研究旨在探讨医学生律师的观点与经验。方法:采用半结构化访谈法进行质性研究。采用目的抽样的方法,从倡导组织中招募了9名医科学生。主题分析用于生成代码和开发主题。结果:有五个主题:触发器和使能者;障碍和残疾;知识、技能和属性;宣传卫生专业人员的作用和职业抱负;以及宣传的教学和评估。触发因素和推动因素包括内部驱动因素(如经历不公正)和外部驱动因素(如榜样)。障碍包括缺乏机构支持、个人挑战以及对倡导专业的不适应。学生提高了对社会问题的认识和沟通技巧。倡导活动强烈地影响了学生的未来计划。大多数人同意,倡导是医学教育中的一个重要主题,建议在医学院早期通过小组辅导和角色示范来教授这一主题。在评估方面,反思的方法比笔试更可取。结论:医学生参与倡导具有复杂的促进因素和障碍,倡导与专业的关系需要明确。宣传的好处包括培养未来医生所需的同理心和其他可转移技能。倡导教学受到学生的欢迎,并提出了建议方法。最优的学习和评估策略仍然不确定,需要进一步研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
'A drive to make change' - exploring the views and experiences of medical students engaging in advocacy: a qualitative study in a UK medical school.

Background: Advocacy is a recognised competency for medical graduates. Many medical students engage in advocacy, but research on this topic is limited. This study aimed to explore the views and experiences of medical student advocates.

Methods: Qualitative study using semi-structured interviews. Nine medical students from advocacy organisations were recruited by purposive sampling. Thematic analysis was used to generate codes and develop themes.

Results: There were five themes: triggers and enablers; barriers and disablers; knowledge, skills, and attributes; advocacy in the role of health professionals, and career aspirations; and teaching and assessment of advocacy. Triggers and enablers included internal drivers (e.g. experiencing injustice), and external drivers (e.g. role models). Obstacles included lack of institutional support, personal challenges, and discomfort around professionalism in advocacy. Student enhanced their knowledge of social issues and improved communication skills. Advocacy activities strongly influenced students' future plans. Most agreed that advocacy is an important topic in medical education, suggesting teaching it early in medical school via small-group tutorials and role-modelling. For assessment, a reflective approach was preferred over written exams.

Conclusion: Medical students' engagement in advocacy has complex facilitators and barriers, and the relationship between advocacy and professionalism requires clarity. Benefits of advocacy include fostering empathy and other transferable skills required of future doctors. Advocacy teaching was welcomed by students, with suggested approaches proposed. The optimal learning and assessment strategy remains uncertain, and further research is needed.

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来源期刊
Education for Primary Care
Education for Primary Care PRIMARY HEALTH CARE-
CiteScore
2.30
自引率
15.40%
发文量
51
期刊介绍: Education for Primary Care aims to reflect the best experience, expertise and innovative ideas in the development of undergraduate, postgraduate and continuing primary care education. The journal is UK based but welcomes contributions from all over the world. Readers will benefit from the broader perspectives on educational activities provided through the contributions of all health professionals, including general practitioners, nurses, midwives, health visitors, community nurses and managers. This sharing of experiences has the potential for enhancing healthcare delivery and for promoting interprofessional working.
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