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首页> 外文期刊>Advances in health sciences education: theory and practice >Resigned professionalism? Non-acute inpatients and resident education
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Resigned professionalism? Non-acute inpatients and resident education

机译：辞职的专业精神？非急性住院病人和住院医师教育

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A growing group of inpatients on acute clinical teaching units have non-acute needs, yet require attention by the team. While anecdotally, these patients have inspired frustration and resource pressures in clinical settings, little is known about the ways in which they influence physician perceptions of the learning environment. This qualitative study explored residents’ and attending physicians’ perceptions of caring for these patients, including their educational value. Using constructivist grounded theory, we conducted seven homogeneous focus groups and three interviews with residents and attending physicians from neurology and general internal medicine. A constant comparative analytical approach was employed alongside data collection, using theoretical sampling to explore emergent themes. Residents consistently described non-acute patients as non-educational, uninteresting, but still in need of care. Some attending physicians echoed this view, while others described multiple learning opportunities presented by non-acute patients. Both groups described residents as engaging with non-acute patients in a professional capacity, but not as learners. This engagement in a professional capacity could be considered diligent disinterest, or resigned professionalism. A constructivist understanding of the dynamics which influence learning in the workplace was used to explore the reasons why the residents in our study did not recognize the learning opportunities presented by non-acute patients. Our results resonate with Billett’s theory of workplace affordances, which offers an explanation as to why learners may not identify or take advantage of potential learning opportunities. Overall, our study assists our understanding of the sociocultural factors that influence learners’ choices to engage with particular clinical learning opportunities.
机译：越来越多的急性临床教学单位住院患者具有非急性需求，但需要团队的关注。有趣的是，这些患者在临床环境中激发了挫折感和资源压力，但对于他们影响医师对学习环境的看法的方式知之甚少。这项定性研究探讨了住院医师和主治医师对这些患者的护理观念，包括其教育价值。使用建构主义扎根的理论，我们进行了七个同类的焦点小组讨论，并接受了来自神经内科和普通内科医学的居民和主治医师的三个访谈。伴随数据收集，采用了一种持续的比较分析方法，使用理论抽样来探索新兴主题。居民一直将非急性患者描述为非教育性的，无趣的，但仍需要护理。一些主治医生对此表示赞同，而另一些医生则描述了非急性患者提供的多种学习机会。两组都将居民描述为以专业身份与非急性患者互动，但不是学习者。这种以专业身份进行的参与可以被认为是勤奋的不感兴趣，或被辞职的专业精神。建构主义对影响工作场所学习的动力的理解被用来探索为什么我们研究中的居民不认识非急性患者提供的学习机会的原因。我们的结果与Billett的工作场所津贴理论相呼应，该理论解释了为什么学习者可能无法识别或利用潜在的学习机会。总体而言，我们的研究有助于我们理解影响学习者选择特定临床学习机会的社会文化因素。

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