初级保健医师教师需要维持日本的社区教育。

Q1 Medicine Asia Pacific Family Medicine Pub Date : 2014-04-28 eCollection Date: 2014-01-01 DOI:10.1186/1447-056X-13-6
Manabu Murakami, Hidenobu Kawabata, Masaji Maezawa
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引用次数: 3

摘要

背景:社区为基础的教育(CBE)被定义为“一种实现教育与社区需求相关的手段,从而实施以社区为导向的教育计划”,据报道对西方国家培养农村医生很有用。然而,为什么一些医生退出他们的教学角色并不为人所知,特别是在亚洲国家。本研究的目的是澄清参加CBE的条件和障碍。方法:我们结合了两个步骤:初步的半结构化访谈,然后是研讨会讨论。首先,我们采访了在日本一个人口不足1万人的农村地区工作的4名指定医生(均为男性,平均年龄48岁)。其次,我们在日本初级保健协会的学术会议上举办了一个研讨会。14名参与者(7名男性医生,平均年龄45岁)和7名医科学生(1名女性和6名男性),平均年龄24岁)被分为两组,并总结他们的意见。结果:在第一阶段,我们从受访者中提取了三个共同的需求;1. 维持重要的人际关系;2. 内在动机;和3。切实的奖励。在第二阶段,我们从三个不同的角度总结了三个主要问题;A.教师问题:更多的教育知识或技能;B.学习者问题:农村地区的榜样;C.制度问题:培养农村医生的支持性教育制度。结论:我们的研究结果表明,社区医生的CBE活动需要非金钱支持或内在动机,这与西方已有的研究结果一致。此外,我们发现,系统的支持,以及个人的支持,是必需的。需要在其他亚洲国家进行补充性问卷调查来验证我们的结果。
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What primary care physician teachers need to sustain community based education in Japan.

Background: Community based education (CBE), defined as "a means of achieving educational relevance to community needs and, consequently, of implementing a community oriented educational program," is reported to be useful for producing rural physicians in Western countries. However, why some physicians withdraw from their teaching roles is not well known, especially in Asian countries. The aim of this study was to clarify the requisites and obstacles for taking part in CBE.

Methods: WE COMBINED TWO STEPS: preliminary semi-structured interviews followed by workshop discussions. First of all, we interviewed four designated physicians (all male, mean age 48 years) working in one rural area of Japan, with less than 10,000 residents. Secondly, we held a workshop at the academic conference of the Japan Primary Care Association. Fourteen participants attending the workshop (seven male physicians, mean age 45 years, and seven medical students (one female and six male), mean age 24 years) were divided into two groups and their opinions were summarized.

Results: In the first stage, we extracted three common needs from interviewees; 1. Sustained significant human relationships; 2. Intrinsic motivation; and 3. Tangible rewards. In the second stage, we summarized three major problems from three different standpoints; A. Preceptors' issues: more educational knowledge or skills, B. Learner issues: role models in rural areas, and C. System issues: supportive educational system for raising rural physicians.

Conclusions: Our research findings revealed that community physicians require non-monetary support or intrinsic motivation for their CBE activities, which is in accordance with previous Western studies. In addition, we found that system support, as well as personal support, is required. Complementary questionnaire surveys in other Asian countries will be needed to validate our results.

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Asia Pacific Family Medicine
Asia Pacific Family Medicine Medicine-Family Practice
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