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首页> 外文期刊>BMC Medical Education >The characteristics of a good clinical teacher as perceived by resident physicians in Japan: a qualitative study
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The characteristics of a good clinical teacher as perceived by resident physicians in Japan: a qualitative study

机译：日本住院医师认为优秀的临床老师的特征：定性研究

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Background It is not known whether the characteristics of a good clinical teacher as perceived by resident physicians are the same in Western countries as in non-Western countries including Japan. The objective of this study was to identify the characteristics of a good clinical teacher as perceived by resident physicians in Japan, a non-Western country, and to compare the results with those obtained in Western countries. Methods Data for this qualitative research were collected using semi-structured focus group interviews. Focus group transcripts were independently analyzed and coded by three authors. Residents were recruited by maximum variation sampling until thematic saturation was achieved. Results Twenty-three residents participated in five focus group interviews regarding the perceived characteristics of a good clinical teacher in Japan. The 197 descriptions of characteristics that were identified were grouped into 30 themes. The most commonly identified theme was “provided sufficient support”, followed by “presented residents with chances to think”, “provided feedback”, and “provided specific indications of areas needing improvement”. Using Sutkin’s main categories (teacher, physician, and human characteristics), 24 of the 30 themes were categorized as teacher characteristics, 6 as physician characteristics, and none as human characteristics. Conclusions “Medical knowledge” of teachers was not identified as a concern of residents, and “clinical competence of teachers” was not emphasized, whereas these were the two most commonly recorded themes in Sutkin’s study. Our results suggest that Japanese and Western resident physicians place emphasis on different characteristics of their teachers. We speculate that such perceptions are influenced by educational systems, educational settings, and culture. Globalization of medical education is important, but it is also important to consider differences in educational systems, local settings, and culture when evaluating clinical teachers.
机译：背景技术目前尚不知道，在驻地医师看来，优秀的临床教师的特征在西方国家是否与包括日本在内的非西方国家一样。这项研究的目的是确定非西方国家日本的住院医师所认为的优秀临床教师的特征，并将其结果与西方国家的研究结果进行比较。方法使用半结构化焦点小组访谈收集该定性研究的数据。焦点小组的笔录由三位作者独立分析和编码。通过最大变异抽样招募居民，直到达到主题饱和为止。结果有23位居民参加了5次焦点小组访谈，讨论了日本优秀临床教师的感知特征。识别出的197个特征描述被分为30个主题。最常见的主题是“提供了足够的支持”，其次是“向居民提供了思考的机会”，“提供了反馈”以及“提供了需要改进的领域的具体指示”。使用Sutkin的主要类别（教师，医师和人的特征），将30个主题中的24个归为教师特征，将6个归为医师特征，没有一个归为人特征。结论教师的“医学知识”并未被认为是居民关心的问题，并且未强调“教师的临床能力”，而这是萨特金研究中最常记录的两个主题。我们的结果表明，日本和西方驻地医师都强调了他们老师的不同特征。我们推测这种看法受教育系统，教育环境和文化的影响。医学教育的全球化很重要，但在评估临床教师时考虑教育系统，当地环境和文化的差异也很重要。

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