Professional Learning in the Workplace: How and Why do Physicians Learn?

IF 1.9 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Vocations and Learning Pub Date : 2024-09-02 DOI:10.1007/s12186-024-09352-3

Ellen Daniëls, Katrien Cuyvers, Vincent Donche

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Abstract

Learning in the workplace supports physicians in developing competences to ensure quality medical care. As such, learning in the workplace is essential for physicians’ life-long professional development. Notwithstanding its importance, research on physicians’ learning in the workplace and the corresponding motivational drivers is limited. In this study, 17 semi-structured interviews were conducted to explore experienced physicians’ learning activities and their motivation for learning in the workplace. In addition, it was examined whether differences could be noted in learning in the workplace depending on physicians’ experience, specialism, gender or the type of hospital they work in.

Concepts from learning in the workplace and motivation theories, i.e. learning activities in the workplace, self-determination theory and achievement goal theory, guided the data analysis, and an inductive analysis was conducted as well. Results revealed various learning activities for instance but not limited to: learning by asking colleagues for feedback, asking for help while performing particular medical actions, helping students while conducting their assignments or observing colleagues. Besides, the participants indicated different motives for learning. Physicians reported that they are motivated to properly perform their job, they enjoy learning and/or like learning in relation to solving challenging cases. The study shows that participants’ differences in motivation can be related to seniority and the type of hospitals physicians are employed in.

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工作场所的专业学习：医生如何学习？

工作场所的学习有助于医生提高能力，确保高质量的医疗服务。因此，工作场所的学习对医生的终身职业发展至关重要。尽管其重要性不言而喻，但有关医生在工作场所的学习以及相应动机驱动因素的研究却十分有限。本研究进行了 17 次半结构式访谈，以探讨经验丰富的医生在工作场所的学习活动及其学习动机。工作场所学习和动机理论的概念，即工作场所学习活动、自我决定理论和成就目标理论，指导了数据分析，并进行了归纳分析。结果显示了各种学习活动，例如但不限于：通过向同事征求反馈意见来学习、在执行特定医疗操作时寻求帮助、在完成作业或观察同事时帮助学生。此外，学员们还表示了不同的学习动机。医生们表示，他们的学习动机是为了更好地完成工作，他们喜欢学习和/或喜欢与解决具有挑战性的病例有关的学习。研究表明，参与者学习动机的差异可能与医生的资历和医院类型有关。

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来源期刊

Vocations and Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

17.90%

发文量

期刊介绍： Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.