■欣赏探究利用个人的优势来实现积极的变化,以繁荣为中心的心态强调参与,社会连通性,寻求有意义的工作。虽然这些模式对医生福祉和职业规划的影响已经在研究生医学教育中得到了评估,他们融入教师的职业发展计划受到限制。我们设计了一个工作坊来培养住院医生的职业发展,基于我们的CORE2概念框架(性格优势,整体愿景,角色评估,明确的目标,和评估)。
■我们在2022年和2023年医院医学学会(SHM)年度会议上介绍了研讨会。这个1.5小时的研讨会包括四个模块和三个小组活动,旨在帮助参与者识别他们的签名角色优势,起草一份专业的愿景声明,优先考虑专业角色,并制定与这些角色一致的SMART目标。
■在2023年SHM年会上,36名与会者参加了研讨会,32人(89%)完成了讲习班前和讲习班后的调查。车间完成后,参与者自我评估对他们标志性性格优势的熟悉程度,了解循证原则以制定明智的目标,以及他们撰写愿景声明和SMART目标的能力的信心都显著增加(p<.05)。
■该研讨会为自我导向的纵向职业发展和反思提供了一个有价值的框架。我们在先前的教育者身份形成课程的基础上,指导参与者从身份定义到职业愿景发展,再到职业角色评估,再到目标创建和迭代评估。我们研讨会的原则很容易推广到跨医学学科的临床医生-教育工作者。
UNASSIGNED: Appreciative inquiry harnesses an individual\'s strengths to realize positive change, and a flourishing-focused mindset emphasizes engagement, social connectivity, and seeking meaningful work. Though the impact of these models on physician well-being and career planning has been evaluated in graduate medical education, their integration into career development initiatives for faculty has been limited. We designed a workshop to nurture hospitalist career development, based on our CORE2 conceptual framework (character strengths, overall vision, role assessment, explicit goals, and evaluation).
UNASSIGNED: We presented the workshop at the 2022 and 2023 Society of Hospital Medicine (SHM) annual conferences. This 1.5-hour workshop comprised four modules and three small-group activities designed to help participants identify their signature character strengths, draft a professional vision statement, prioritize professional roles, and develop SMART goals aligned with these roles.
UNASSIGNED: At the 2023 SHM annual conference, 36 participants attended the workshop, and 32 (89%) completed pre- and postworkshop surveys. After workshop completion, participants\' self-assessed familiarity with their signature character strengths, knowledge of evidence-based principles to develop SMART goals, and confidence in their ability to write a vision statement and SMART goals all increased significantly (p < .05).
UNASSIGNED: This workshop provides a valuable framework for self-directed longitudinal career development and reflection. We build on prior curricula on educator identity formation by guiding participants from identity definition to professional vision development to professional role evaluation to aligned goal creation and iterative evaluation. Our workshop\'s principles are readily generalizable to clinician-educators across medical disciplines.