일차 진료의사의 학습 현상
The learning characteristics of primary care physicians
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초록
Purpose: This study analyzed the learning characteristics of primary care physicians that are necessary to develop proper educational support systems in continuing medical education. Methods: The research participants were 15 physicians with an average of 8 years of experience in primary care clinics. The data were collected through in-person interviews with each participant and analyzed by keyword coding, expert review, and content elaboration. Results: The learning styles of primary care physicians were classified as “reactive,” “organized,” and “exploratory,” according to their problem-solving approaches in clinics. The types of learning interaction were “unilateral acquisition,” “mutual exchange,” and “organization participation.” The primary motives of learning in clinics were the primary care physicians' recognition of accountability and the intrinsic enjoyment of learning itself. Conclusion: For continuous professional development—i.e., the self-directed learning of primary care physicians with problemsolving approaches—learning interactions in professional communities should be considered in continuing educational support systems.
Abstract
Purpose: This study analyzed the learning characteristics of primary care physicians that are necessary to develop proper educational support systems in continuing medical education. Methods: The research participants were 15 physicians with an average of 8 years of experience in primary care clinics. The data were collected through in-person interviews with each participant and analyzed by keyword coding, expert review, and content elaboration. Results: The learning styles of primary care physicians were classified as “reactive,” “organized,” and “exploratory,” according to their problem-solving approaches in clinics. The types of learning interaction were “unilateral acquisition,” “mutual exchange,” and “organization participation.” The primary motives of learning in clinics were the primary care physicians' recognition of accountability and the intrinsic enjoyment of learning itself. Conclusion: For continuous professional development—i.e., the self-directed learning of primary care physicians with problemsolving approaches—learning interactions in professional communities should be considered in continuing educational support systems.
참고문헌 (10)
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