PDF(Pubmed)
Abstract：
BACKGROUND: One of the many identities a physician comes to form during their career is their identity as an educator. Exploring formation of this identity may enrich our understanding of how physicians make decisions related to their roles as educators, their behaviors, and how this ultimately influences the educational environment. It is the aim of this study to investigate educator identity formation of dermatology residents while early in their careers.
METHODS: Drawing on a social constructionist paradigm, we conducted a qualitative study, utilizing an interpretative approach. We examined longitudinal data over a 12-month period using dermatology residents\' written reflections from their professional portfolios and semi-structured interviews. We collected this data as we progressed through and beyond a 4-month professional development program designed to encourage residents\' growth as educators. Sixty residents in their second, third, or final year of residency programs located in Riyadh, Saudi Arabia were invited to take part in this study. Twenty residents participated with sixty written reflections and 20 semi-structured interviews. Qualitative data were analyzed using a thematic analysis approach.
RESULTS: Sixty written reflections and 20 semi-structured interviews were analyzed. Data was categorized according to themes corresponding to the original research questions. For the first research question regarding identity formation, themes included definitions of education, the process of education, and identity development. For the second research question, 1 theme entitled professional development program included, the following sub-themes: individual act, interpersonal activity, and an organizational undertaking, with many believing that residency programs should prepare residents for their educator roles. Participants also described newfound leadership ambitions of creating new dermatology fellowship programs as a result of taking part in the Resident-as-Educator program.
CONCLUSIONS: Our study provides insights on the dynamic formation of educator identities amongst dermatology residents. Investment in developing residents as educators through professional development programs may instigate transformational change on the individual physician level and profession\'s level.
METHODS: Drawing on a social constructionist paradigm, we conducted a qualitative study, utilizing an interpretative approach. We examined longitudinal data over a 12-month period using dermatology residents\' written reflections from their professional portfolios and semi-structured interviews. We collected this data as we progressed through and beyond a 4-month professional development program designed to encourage residents\' growth as educators. Sixty residents in their second, third, or final year of residency programs located in Riyadh, Saudi Arabia were invited to take part in this study. Twenty residents participated with sixty written reflections and 20 semi-structured interviews. Qualitative data were analyzed using a thematic analysis approach.
RESULTS: Sixty written reflections and 20 semi-structured interviews were analyzed. Data was categorized according to themes corresponding to the original research questions. For the first research question regarding identity formation, themes included definitions of education, the process of education, and identity development. For the second research question, 1 theme entitled professional development program included, the following sub-themes: individual act, interpersonal activity, and an organizational undertaking, with many believing that residency programs should prepare residents for their educator roles. Participants also described newfound leadership ambitions of creating new dermatology fellowship programs as a result of taking part in the Resident-as-Educator program.
CONCLUSIONS: Our study provides insights on the dynamic formation of educator identities amongst dermatology residents. Investment in developing residents as educators through professional development programs may instigate transformational change on the individual physician level and profession\'s level.
摘要：
背景：医生在职业生涯中形成的许多身份之一是他们作为教育者的身份。探索这种身份的形成可能会丰富我们对医生如何做出与他们作为教育者的角色相关的决定的理解，他们的行为,以及这最终如何影响教育环境。这项研究的目的是调查皮肤科居民在职业生涯早期的教育者身份形成。
方法：借鉴社会建构主义范式，我们进行了定性研究，利用解释性方法。我们使用皮肤科居民的专业投资组合和半结构化访谈中的书面反思检查了12个月的纵向数据。我们收集了这些数据，因为我们已经完成了为期4个月的专业发展计划，旨在鼓励居民成长为教育工作者。60位居民在他们的第二个，第三,或位于利雅得的最后一年的居留计划，沙特阿拉伯应邀参加了这项研究。20名居民参加了60次书面反思和20次半结构化访谈。使用主题分析方法分析定性数据。
结果：分析了60份书面思考和20份半结构化访谈。根据与原始研究问题相对应的主题对数据进行分类。关于身份形成的第一个研究问题，主题包括教育的定义，教育的过程，和身份发展。对于第二个研究问题，包括1个主题，题为专业发展计划，以下子主题：个人行为，人际活动，和一项组织事业，许多人认为，居民计划应该为他们的教育者角色做好准备。参与者还描述了新发现的领导野心，即由于参加了“居民作为教育者”计划而创建新的皮肤病学研究金计划。
结论：我们的研究提供了有关皮肤科居民中教育者身份动态形成的见解。通过专业发展计划将居民发展为教育工作者的投资可能会激发个人医师水平和职业水平的转型变化。
方法：借鉴社会建构主义范式，我们进行了定性研究，利用解释性方法。我们使用皮肤科居民的专业投资组合和半结构化访谈中的书面反思检查了12个月的纵向数据。我们收集了这些数据，因为我们已经完成了为期4个月的专业发展计划，旨在鼓励居民成长为教育工作者。60位居民在他们的第二个，第三,或位于利雅得的最后一年的居留计划，沙特阿拉伯应邀参加了这项研究。20名居民参加了60次书面反思和20次半结构化访谈。使用主题分析方法分析定性数据。
结果：分析了60份书面思考和20份半结构化访谈。根据与原始研究问题相对应的主题对数据进行分类。关于身份形成的第一个研究问题，主题包括教育的定义，教育的过程，和身份发展。对于第二个研究问题，包括1个主题，题为专业发展计划，以下子主题：个人行为，人际活动，和一项组织事业，许多人认为，居民计划应该为他们的教育者角色做好准备。参与者还描述了新发现的领导野心，即由于参加了“居民作为教育者”计划而创建新的皮肤病学研究金计划。
结论：我们的研究提供了有关皮肤科居民中教育者身份动态形成的见解。通过专业发展计划将居民发展为教育工作者的投资可能会激发个人医师水平和职业水平的转型变化。
