Abstract：
OBJECTIVE: To explore the educational needs of physicians and residents regarding shared decision making (SDM).
METHODS: We conducted eight focus groups with 12 general practitioners (GPs), 14 hospital specialists, 12 hospital specialist residents and 13 GP residents in Belgium. We used thematic analysis to guide data analysis.
RESULTS: We identified five educational needs: (1) the need for a clear understanding of the definition of SDM and its scope; (2) how to deal with a changing professional identity; (3) acquisition of skills to perform SDM; (4) the need for reflective practice in a supportive environment; and (5) sustainable and longitudinal integration in education.
CONCLUSIONS: This is the first focus group study emphasizing dealing with a changing professional identity as an educational need, besides the need for SDM-related knowledge and skills. Physicians stated that implementing spiral learning is needed at all stages of medical training, aimed at all specialties to foster interprofessional collaboration.
CONCLUSIONS: Our findings can support development of future educational SDM interventions, integrating both competence development and professional identity formation. We provide practical recommendations on didactic formats and strategies, hoping to finally reach better implementation of SDM in daily practice.
METHODS: We conducted eight focus groups with 12 general practitioners (GPs), 14 hospital specialists, 12 hospital specialist residents and 13 GP residents in Belgium. We used thematic analysis to guide data analysis.
RESULTS: We identified five educational needs: (1) the need for a clear understanding of the definition of SDM and its scope; (2) how to deal with a changing professional identity; (3) acquisition of skills to perform SDM; (4) the need for reflective practice in a supportive environment; and (5) sustainable and longitudinal integration in education.
CONCLUSIONS: This is the first focus group study emphasizing dealing with a changing professional identity as an educational need, besides the need for SDM-related knowledge and skills. Physicians stated that implementing spiral learning is needed at all stages of medical training, aimed at all specialties to foster interprofessional collaboration.
CONCLUSIONS: Our findings can support development of future educational SDM interventions, integrating both competence development and professional identity formation. We provide practical recommendations on didactic formats and strategies, hoping to finally reach better implementation of SDM in daily practice.
摘要：
目的：探讨医生和居民在共同决策（SDM）方面的教育需求。
方法：我们与12名全科医生（GP）进行了8个重点小组，14名医院专家，比利时有12名医院专科医生和13名全科医生。我们使用主题分析来指导数据分析。
结果：我们确定了五个教育需求：（1）需要清楚了解SDM的定义及其范围；（2）如何应对不断变化的专业身份；（3）获得执行SDM的技能；（4）在支持性环境中进行反思练习的需要；（5）教育的可持续和纵向整合。
结论：这是第一个焦点小组研究，强调将不断变化的专业身份作为教育需求来处理，除了需要与SDM相关的知识和技能。医生表示，在医疗培训的所有阶段都需要实施螺旋学习，针对所有专业，促进跨专业合作。
结论：我们的发现可以支持未来教育SDM干预措施的发展，整合能力发展和职业认同形成。我们提供有关教学形式和策略的实用建议，希望最终在日常实践中更好地实现SDM。
方法：我们与12名全科医生（GP）进行了8个重点小组，14名医院专家，比利时有12名医院专科医生和13名全科医生。我们使用主题分析来指导数据分析。
结果：我们确定了五个教育需求：（1）需要清楚了解SDM的定义及其范围；（2）如何应对不断变化的专业身份；（3）获得执行SDM的技能；（4）在支持性环境中进行反思练习的需要；（5）教育的可持续和纵向整合。
结论：这是第一个焦点小组研究，强调将不断变化的专业身份作为教育需求来处理，除了需要与SDM相关的知识和技能。医生表示，在医疗培训的所有阶段都需要实施螺旋学习，针对所有专业，促进跨专业合作。
结论：我们的发现可以支持未来教育SDM干预措施的发展，整合能力发展和职业认同形成。我们提供有关教学形式和策略的实用建议，希望最终在日常实践中更好地实现SDM。
