PDF(Pubmed)
Abstract：
UNASSIGNED: Physicians have a professional responsibility to engage in lifelong learning. Some of this lifelong learning is required to maintain licensure and certification. Yet, this conceptualization captures only a small portion of the content areas and learning processes that physicians need to engage with to ensure quality patient care. Additionally, purposes beyond regulatory requirements and professional obligations likely drive physicians lifelong learning, though these purposes have not been explored. Given the centrality of lifelong learning to quality patient care, our study explores how physicians conceptualize and engage in lifelong learning.
UNASSIGNED: We conducted a qualitative interview study using an interpretivist approach. In 2019, we recruited 34 academic physicians from one institution. We analyzed our data to identify themes related to conceptualization of purposes, content areas, and processes of lifelong learning and actual lifelong learning practices.
UNASSIGNED: We interpreted participants\' descriptions and examples of lifelong learning as serving three purposes: maintaining competence, supporting personal growth and fulfillment, and engaging in professional stewardship. Much of participants\' discussion of lifelong learning centered around keeping up to date with medical knowledge and clinical/procedural skills, though some also mentioned efforts to improve communication, leadership, and teamwork. Participants engaged in lifelong learning through contextual, social, and individual processes.
UNASSIGNED: Academic physicians engage in lifelong learning for reasons beyond maintaining competence. Medical knowledge and clinical/procedural skills receive most attention, though other areas are recognized as important. Our findings highlight opportunities for a broader, more comprehensive approach to lifelong learning that spans all areas of medical practice.
UNASSIGNED: We conducted a qualitative interview study using an interpretivist approach. In 2019, we recruited 34 academic physicians from one institution. We analyzed our data to identify themes related to conceptualization of purposes, content areas, and processes of lifelong learning and actual lifelong learning practices.
UNASSIGNED: We interpreted participants\' descriptions and examples of lifelong learning as serving three purposes: maintaining competence, supporting personal growth and fulfillment, and engaging in professional stewardship. Much of participants\' discussion of lifelong learning centered around keeping up to date with medical knowledge and clinical/procedural skills, though some also mentioned efforts to improve communication, leadership, and teamwork. Participants engaged in lifelong learning through contextual, social, and individual processes.
UNASSIGNED: Academic physicians engage in lifelong learning for reasons beyond maintaining competence. Medical knowledge and clinical/procedural skills receive most attention, though other areas are recognized as important. Our findings highlight opportunities for a broader, more comprehensive approach to lifelong learning that spans all areas of medical practice.
摘要：
■医生有从事终身学习的专业责任。其中一些终身学习需要保持执照和认证。然而，这种概念化仅捕获了医生需要参与的内容领域和学习过程的一小部分，以确保高质量的患者护理。此外,超出监管要求和专业义务的目的可能会推动医生终身学习，虽然这些目的还没有被探索。鉴于终身学习对优质患者护理的中心地位，我们的研究探讨了医生如何概念化和参与终身学习。
■我们使用解释主义方法进行了定性访谈研究。2019年，我们从一个机构招募了34名学术医生。我们分析了我们的数据，以确定与目的概念化相关的主题，内容区域,以及终身学习的过程和实际的终身学习实践。
■我们将参与者对终身学习的描述和示例解释为三个目的：保持能力，支持个人成长和实现，从事专业管理。大多数参与者讨论终身学习围绕保持最新的医学知识和临床/程序技能，尽管一些人也提到了改善沟通的努力，领导力,和团队合作。参与者通过情境参与终身学习，社会,和个别进程。
■学术医生从事终身学习的原因超出了保持能力。医学知识和临床/程序技能最受关注，尽管其他领域被认为是重要的。我们的发现强调了更广泛的机会，更全面的终身学习方法，涵盖医疗实践的所有领域。
■我们使用解释主义方法进行了定性访谈研究。2019年，我们从一个机构招募了34名学术医生。我们分析了我们的数据，以确定与目的概念化相关的主题，内容区域,以及终身学习的过程和实际的终身学习实践。
■我们将参与者对终身学习的描述和示例解释为三个目的：保持能力，支持个人成长和实现，从事专业管理。大多数参与者讨论终身学习围绕保持最新的医学知识和临床/程序技能，尽管一些人也提到了改善沟通的努力，领导力,和团队合作。参与者通过情境参与终身学习，社会,和个别进程。
■学术医生从事终身学习的原因超出了保持能力。医学知识和临床/程序技能最受关注，尽管其他领域被认为是重要的。我们的发现强调了更广泛的机会，更全面的终身学习方法，涵盖医疗实践的所有领域。
