PDF(Pubmed)
Abstract：
UNASSIGNED: During the past decade, educational supervision (ES) has gained popularity as a key support mechanism in residents\' training. However, few studies have mapped physicians\' understanding of their roles as educational supervisors. This study aims to explore how supervisors experience this role and how they approach providing support to residents.
UNASSIGNED: We employed qualitative methodology and conducted semi-structured interviews with 13 senior hospital physicians regarding their experiences as educational supervisors. Participants were recruited via e-mail and snowball sampling. Interview transcripts were analysed using inductive systematic text condensation following a four-step procedure: (i) total impression (ii) identifying and sorting meaning units (iii) condensation from code to meaning (iv) synthesising condensation from description and concepts.
UNASSIGNED: Our analysis yielded four main themes. We found that while ES was considered important in theory, its purpose appeared unclear in everyday practise. Second, ES was associated with filling multiple and sometimes contradictory expectations. Third, establishing a good relationship between residents and supervisors was considered critical for effective ES. Finally, being a supervisor was described as experiencing a personal cost in the absence of support and resources.
UNASSIGNED: The many roles embedded in attending physicians\' understanding of ES indicate a wide definition of the supervisory role. Supervisors contribute to residents\' training by ensuring educational quality while upholding quality in patient care. Educational supervisors considered themselves to be vital sources of support for residents, but found their role unclear in everyday practice. They strove to manage different expectations resulting from lack of supportive organisational structures.
UNASSIGNED: We employed qualitative methodology and conducted semi-structured interviews with 13 senior hospital physicians regarding their experiences as educational supervisors. Participants were recruited via e-mail and snowball sampling. Interview transcripts were analysed using inductive systematic text condensation following a four-step procedure: (i) total impression (ii) identifying and sorting meaning units (iii) condensation from code to meaning (iv) synthesising condensation from description and concepts.
UNASSIGNED: Our analysis yielded four main themes. We found that while ES was considered important in theory, its purpose appeared unclear in everyday practise. Second, ES was associated with filling multiple and sometimes contradictory expectations. Third, establishing a good relationship between residents and supervisors was considered critical for effective ES. Finally, being a supervisor was described as experiencing a personal cost in the absence of support and resources.
UNASSIGNED: The many roles embedded in attending physicians\' understanding of ES indicate a wide definition of the supervisory role. Supervisors contribute to residents\' training by ensuring educational quality while upholding quality in patient care. Educational supervisors considered themselves to be vital sources of support for residents, but found their role unclear in everyday practice. They strove to manage different expectations resulting from lack of supportive organisational structures.
摘要：
■在过去的十年中，教育督导(ES)作为住院医师培训的重要支持机制，已经越来越受欢迎。然而,很少有研究描绘了医生对他们作为教育监督者的角色的理解。本研究旨在探讨主管如何体验这一角色，以及他们如何为居民提供支持。
■我们采用了定性方法，并对13名高级医院医师进行了半结构化访谈，了解他们作为教育主管的经历。通过电子邮件和雪球采样招募参与者。访谈笔录使用归纳的系统文本缩合进行了分析，分为四个步骤：（i）总印象（ii）识别和排序含义单位（iii）从代码到含义的缩合（iv）从描述和概念合成缩合。
■我们的分析产生了四个主要主题。我们发现，虽然ES在理论上被认为是重要的，它的目的在日常实践中似乎不清楚。第二,ES与满足多个有时相互矛盾的期望有关。第三，在居民和主管之间建立良好的关系被认为是有效的ES的关键。最后,作为一名主管被描述为在没有支持和资源的情况下经历个人成本。
■主治医师对ES的理解中嵌入的许多角色表明了对监督角色的广泛定义。主管通过确保教育质量，同时维护患者护理质量，为住院医师的培训做出贡献。教育监督员认为自己是居民支持的重要来源，但发现他们在日常实践中的作用不清楚。他们努力管理由于缺乏支持性组织结构而导致的不同期望。
■我们采用了定性方法，并对13名高级医院医师进行了半结构化访谈，了解他们作为教育主管的经历。通过电子邮件和雪球采样招募参与者。访谈笔录使用归纳的系统文本缩合进行了分析，分为四个步骤：（i）总印象（ii）识别和排序含义单位（iii）从代码到含义的缩合（iv）从描述和概念合成缩合。
■我们的分析产生了四个主要主题。我们发现，虽然ES在理论上被认为是重要的，它的目的在日常实践中似乎不清楚。第二,ES与满足多个有时相互矛盾的期望有关。第三，在居民和主管之间建立良好的关系被认为是有效的ES的关键。最后,作为一名主管被描述为在没有支持和资源的情况下经历个人成本。
■主治医师对ES的理解中嵌入的许多角色表明了对监督角色的广泛定义。主管通过确保教育质量，同时维护患者护理质量，为住院医师的培训做出贡献。教育监督员认为自己是居民支持的重要来源，但发现他们在日常实践中的作用不清楚。他们努力管理由于缺乏支持性组织结构而导致的不同期望。
