南非急诊医学博士课程的候选人和毕业生的观点和经验

IF 1.4 4区 医学 Q3 EMERGENCY MEDICINE
Craig W , Khan W , Rambharose S , Stassen W
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引用次数: 1

摘要

引言随着急诊医学专业在非洲的兴起,需要开发EM博士课程,以促进建立一个对非洲民众有反应的证据库。本研究旨在了解南非EM博士项目现任和前任候选人的想法、经历和意见。方法采用描述性、定性、半结构化的访谈方法,收集EM博士研究生和毕业生的相关数据。四名候选人和四名毕业生接受了面试。数据中出现了四类:1)受访者开始攻读EM博士学位的动机多种多样;2)候选人的期望和学习需求并不总是与现实一致,在博士课程中取得成功的挑战和机会既有内在的(候选人),也有外在的(系统)。讨论参与者指出的许多障碍可能与EM在非洲的种族有关。参与者对他们的基础研究知识和技能感到准备不足。考生没有得到他们想要的学生导师参与度。同时也是临床医生的候选人面临着学术挑战和资源有限的医疗系统。在正式注册之前,博士前培训可能会提高潜在候选人的研究素养。就社交互动和协作而言,远程学习可能是次优的。一个课程安排良好、基于能力的课程,有明确的结果、结构化的教学机会、整个课程中有意的学术支持,可以缓解上述情况。受保护的学术时间、承认学术贡献的晋升标准、经济激励以及大学和临床服务机构之间更多的联合职位是临床医生研究人员挑战的潜在解决方案。非洲新兴市场博士课程应培养出独立研究人员、精通学术监督、在为非洲新兴市场知识经济做出贡献时对非洲需求有影响力的毕业生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The views and experiences of candidates and graduates from a South African emergency medicine doctoral programme

Introduction

With the emergency medicine speciality in its nascency in Africa, EM doctoral programmes will need to be developed to facilitate the establishment of an evidence base that is responsive to the African populace. This study aimed to understand the thoughts, experiences, and opinions of current and past candidates of a South African EM PhD programme.

Methods

Descriptive, qualitative, semi-structured interviews were used to gather data on PhD EM candidates and graduates.

Findings

Four candidates, and four graduates were interviewed. Four categories emerged from the data 1) interviewees had various motivations for starting a PhD in EM, 2) candidate expectations and learning needs were not always aligned with reality, and the challenges and opportunities for success in the PhD programme are related both 3) intrinsically (candidate) and 4) extrinsically (system).

Discussion

Many of the barriers noted by the participants can be related to the nascency of the EM in Africa. Participants felt underprepared for their doctorate in terms of their baseline research literacy and skill. Candidates did not receive the level of student-supervisor engagement they desired. Candidates who are also clinicians faced both academic challenges and a resource-limited healthcare system. Pre-doctoral training may upskill prospective candidates in research literacy before they officially register. Distance-learning can be sub-optimal in terms of social interaction and collaboration. A well-curriculated, competency-based programme with clear outcomes, structured teaching-learning opportunities, intentional academic support throughout the programme, can mitigate the above. Protected academic time, promotion criteria which acknowledges academic contributions, financial incentives and more joint positions between universities and clinical services are potential solutions for clinician researcher challenges. An African PhD EM programme should produce graduates who are independent researchers, skilled in academic supervision and who are impactful to African needs when contributing to the African EM knowledge economy.

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来源期刊
CiteScore
2.40
自引率
7.70%
发文量
78
审稿时长
85 days
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