Publication: Rol modellere ilişkin çoklu anlatılar ve klinik dönem tıp öğrencilerinin profesyonel kimlik oluşum süreçleri : anlatı desenli çalışma
Abstract
Amaç: Öğrenenlerin yaşadıkları klinik deneyimler ve bu süreçte rol modeli aldıkları eğiticiler üzerinden profesyonel kimlik oluşumlarıyla ilgili süreçleri ortaya çıkarmaktır. Gereç ve yöntem: Anlatı desenli nitel araştırma olarak tasarlanan bu tezde, veriler anlatısal yazım ve derinlemesine görüşmeyle toplanmıştır. Çok merkezli tez çalışması devlet ve vakıf üniversitesi tıp fakültelerinin katılımıyla yapılmıştır. Veri çeşitlemesini sağlamak için, her coğrafi bölgeden en az bir tıp fakültesi belirlenmiş ve çoklu anlatılar (öğrenen, rol model, ekip ve hastalar) kullanılmıştır. Süreç iki aşamada yürütülmüştür. İlk aşamada öncelikle nitel veriler için gerekli araçlar hazırlanmış, eğitimler verilmiş ve sonrasında anlatısal yazım ve derinlemesine görüşmelerle nitel veriler toplanmıştır. İkinci aşamada ise elde edilen nitel verilerin bağlamsal analizi yapılmıştır. Bulgular: Tarafların anlatılarının bağlamsal analizleri sonucunda profesyonelliğe ve iyi hekim olmaya ilişkin çerçevelemeyle ilişkili dört tema belirlendi. Anlatılarda öne çıkan bağlamsal unsurlar üç ana bağlam; (1) klinik ortam, iklim ve kültür, (2) toplumsal ortam, iklim, kültür, ve (3) sağlık ve eğitim sistemi altında toplandı. Öğrenen anlatılarının analizi sonucunda profesyonel kimlik ve hekimliğe ilişkin, ilki daha çok teknik ve profesyonelliğe ilişkin yetkinlikler içinde kalan, ikincisi ise toplumsal ve insani boyut ile liderliğe yönelik vurguyla daha geniş olan iki ana çerçeveleme ortaya çıktı. Sonuç: Bulgular, profesyonel kimlik oluşumunun bağlamsal deneyimler/ anlatılar üzerinden düşünümlerle ortaya çıkan bir durum olduğunu düşündürmektedir. Bu süreçte, deneyimin/ anlatının içinde yaşandığı bağlam kadar tarafların bunlarla nasıl ilişkilendiği de belirleyici olabilmektedir. Profesyonel kimliğin/ hekimlik kimliğinin, kendine özgü bağlamsal çerçevede, tarafların bu bağlamlarla farklı ilişkilenme şekillerine göre, karşılıklı etkileşim, dönüşüm ve sosyallaşme ile hem planlı hem de örtük öğrenme süreçlerinde ortaya çıkıyor olması eğitim programlarının bu yönde ele alınmasını gerektirmektedir.
Objective: The aim of this thesis is to reveal the processes related to the formation of professional identity of learners through their clinical experiences and the educators they take as role models. Material and methods: This thesis was designed as a qualitative research with a narrative design, and the data was collected by narrative writing and in-depth interview. The multi-center thesis study was conducted with the participation of state and private universities’ medical faculties. In order to ensure data diversification, at least one medical school from each geographical region was determined. After the necessary institutional permissions and approvals were obtained, the process was carried out in two stages. In the first stage, the necessary tools for qualitative data were prepared, training was provided, and then qualitative data were collected through narrative writing and in-depth interviews. In the second stage, contextual analysis of the qualitative data obtained was made. Results: As a result of contextual analysis of the parties' narratives, four themes related to the framing of professionalism and being a good physician were identified. The contextual elements that stand out in the narratives are three main contexts: (1) clinical environment, climate and culture; (2) social environment, climate, culture; and (3) health and education system. Two main framings of professional identity and medicine are emerged from analysis of learner narratives. The first of one falls within technical and professional competencies, and the second one has a broader framing of leadership, social and humanity dimensions. Conclusion: The findings suggest that professional identity formation is a situation that emerges through reflections on contextual experiences/ narratives. The context in which the experience/ narrative is lived, as well as how the parties relate to them, can be decisive. The fact that professional/ medical identity emerges in both planned and implicit learning processes with mutual interaction, transformation and socialization, in a unique contextual framework, according to the parties' different ways of relating to these contexts, requires that educational programs be addressed in this direction.
Objective: The aim of this thesis is to reveal the processes related to the formation of professional identity of learners through their clinical experiences and the educators they take as role models. Material and methods: This thesis was designed as a qualitative research with a narrative design, and the data was collected by narrative writing and in-depth interview. The multi-center thesis study was conducted with the participation of state and private universities’ medical faculties. In order to ensure data diversification, at least one medical school from each geographical region was determined. After the necessary institutional permissions and approvals were obtained, the process was carried out in two stages. In the first stage, the necessary tools for qualitative data were prepared, training was provided, and then qualitative data were collected through narrative writing and in-depth interviews. In the second stage, contextual analysis of the qualitative data obtained was made. Results: As a result of contextual analysis of the parties' narratives, four themes related to the framing of professionalism and being a good physician were identified. The contextual elements that stand out in the narratives are three main contexts: (1) clinical environment, climate and culture; (2) social environment, climate, culture; and (3) health and education system. Two main framings of professional identity and medicine are emerged from analysis of learner narratives. The first of one falls within technical and professional competencies, and the second one has a broader framing of leadership, social and humanity dimensions. Conclusion: The findings suggest that professional identity formation is a situation that emerges through reflections on contextual experiences/ narratives. The context in which the experience/ narrative is lived, as well as how the parties relate to them, can be decisive. The fact that professional/ medical identity emerges in both planned and implicit learning processes with mutual interaction, transformation and socialization, in a unique contextual framework, according to the parties' different ways of relating to these contexts, requires that educational programs be addressed in this direction.