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Learning in physician-to-physician c...

Shershneva, Marianna B.

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Learning in physician-to-physician consultation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning in physician-to-physician consultation./
作者:	Shershneva, Marianna B.
面頁冊數:	309 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1597.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3175410
ISBN:	0542138123

Learning in physician-to-physician consultation.
Shershneva, Marianna B.

Learning in physician-to-physician consultation. - 309 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1597.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2005.

The profession of medicine requires life-long learning and continuing professional development. One opportunity for physicians to learn at their workplaces is through physician-to-physician consultation. However, consultation is generally underused as a resource for self-directed, practice-based learning and there is a lack of research on learning through such consultation.

ISBN: 0542138123Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Learning in physician-to-physician consultation.
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500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1597.
500 $a Supervisor: Lori L. Bakken.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2005.
520 $a The profession of medicine requires life-long learning and continuing professional development. One opportunity for physicians to learn at their workplaces is through physician-to-physician consultation. However, consultation is generally underused as a resource for self-directed, practice-based learning and there is a lack of research on learning through such consultation.
520 $a The purpose of this study was to develop a theory that would describe how learning takes place in physician-to-physician consultation. The main research questions included: (a) How do primary care physicians use consultation with specialists as a learning resource? (b) How do specialists understand teaching and learning associated with generalist-specialist consultation? (c) What factors influence learning in consultation between primary care physicians and specialists?
520 $a Answers to these questions were sought using the grounded theory method. Study participants were recruited through deliberate and snowball sampling techniques until theoretical saturation was reached. Ten primary care physicians and 9 subspecialists in internal medicine described their consultation experiences during face-to-face semi-structured interviews. Interviews were tape-recorded, transcribed, and analyzed though the processes of open, axial, and selective coding. The qualitative software NVivo was used to facilitate data organization and analysis.
520 $a A grounded theory that emerged from this study explains the mutual learning process of consulting physicians as a teaching-learning transaction involving three components: needs assessment, dialogue, and sufficiency. The theory also relates the physicians' learning experience in consultation to the stages of their self-directed learning, and identifies four groups of factors influencing teaching-learning transactions in consultations.
520 $a Learning is embedded in generalist-specialist consultations. However, the consulting physicians do not use the full potential of learning from each other when their environments do not support certain opportunities or other obstacles intervene. The proposed theoretical framework may be used by medical educators and healthcare leaders to analyze teaching-learning interactions at the interface of primary and secondary care within particular settings and to formulate educational and organizational solutions to enhance physicians' learning within their communities of practice. The discovered theory may be further investigated in various contexts to advance the understanding of practice-based learning in other professional fields.
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