How faculty with critical care specialties learn in a university hospital: a qualitative phenomenological study
Objectives The study aims to explore the workplace learning experiences of medical faculty in critical care specialties at a university hospital, focusing on how they develop their professional identity and construct the meaning of their work.Design Qualitative, phenomenological study.Setting The cu...
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| Format: | Article |
| Language: | English |
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BMJ Publishing Group
2025-01-01
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| Series: | BMJ Open |
| Online Access: | https://bmjopen.bmj.com/content/15/1/e091535.full |
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| author | Hyeyoon Jeong Hyena Cho Kyoung-Woo Seo Janghoon Lee Miran Kim Jihye Yu |
| author_facet | Hyeyoon Jeong Hyena Cho Kyoung-Woo Seo Janghoon Lee Miran Kim Jihye Yu |
| author_sort | Hyeyoon Jeong |
| collection | DOAJ |
| description | Objectives The study aims to explore the workplace learning experiences of medical faculty in critical care specialties at a university hospital, focusing on how they develop their professional identity and construct the meaning of their work.Design Qualitative, phenomenological study.Setting The current study was conducted at a university hospital in South Korea between November 2022 and October 2023.Participants Five faculty members (two males and three females) from critical care specialties (eg, emergency medicine) with over 15 years of experience, each having served as faculty at a university hospital for more than 5 years.Results Six key themes emerged: cultivating ‘doctor-ishness’ in the realm of critical care, beacon of inner drive: guiding professional growth, nexus for leveraging expertise and fostering professional growth, the challenging reality of becoming an ‘ideal’ faculty, the shifting tides of the medical profession’s role and weaving workplace learning into a unique rhythm of practice. These themes collectively highlight that faculty members’ workplace learning involves a transition from functional professionals to reflective practitioners.Conclusions Workplace learning of faculty members with critical care specialties is understood as an ongoing, context-dependent and individualised process in which emotions play a crucial role in determining the depth and significance of learning and shaping professional identities. This study highlights their capacity for agency and potential, offering a perspective beyond previous research that has primarily focused on their hardships. By shedding light on their workplace learning from an insider’s view and underscoring the need to support professional development in these high-stakes fields, our findings suggest theoretical and practical interventions to foster the mutual growth of faculty and hospital organisations. |
| format | Article |
| id | doaj-art-9f1e4b69eb6144aab0a03846bf70e471 |
| institution | Kabale University |
| issn | 2044-6055 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMJ Publishing Group |
| record_format | Article |
| series | BMJ Open |
| spelling | doaj-art-9f1e4b69eb6144aab0a03846bf70e4712025-01-21T09:00:09ZengBMJ Publishing GroupBMJ Open2044-60552025-01-0115110.1136/bmjopen-2024-091535How faculty with critical care specialties learn in a university hospital: a qualitative phenomenological studyHyeyoon Jeong0Hyena Cho1Kyoung-Woo Seo2Janghoon Lee3Miran Kim4Jihye Yu5Department of Education Policy, Organization & Leadership, University of Illinois at Urbana-Champaign, Champaign, Illinois, USADepartment of Education Policy, Organization & Leadership, University of Illinois at Urbana-Champaign, Champaign, Illinois, USADepartment of Cardiology, Ajou University School of Medicine, Suwon, Korea (the Republic of)Department of Pediatrics, Ajou University School of Medicine, Suwon, Korea (the Republic of)Department of Obstetrics and Gynecology, Ajou University School of Medicine, Suwon, Korea (the Republic of)Department of Medical Education, Ajou University School of Medicine, Suwon, Korea (the Republic of)Objectives The study aims to explore the workplace learning experiences of medical faculty in critical care specialties at a university hospital, focusing on how they develop their professional identity and construct the meaning of their work.Design Qualitative, phenomenological study.Setting The current study was conducted at a university hospital in South Korea between November 2022 and October 2023.Participants Five faculty members (two males and three females) from critical care specialties (eg, emergency medicine) with over 15 years of experience, each having served as faculty at a university hospital for more than 5 years.Results Six key themes emerged: cultivating ‘doctor-ishness’ in the realm of critical care, beacon of inner drive: guiding professional growth, nexus for leveraging expertise and fostering professional growth, the challenging reality of becoming an ‘ideal’ faculty, the shifting tides of the medical profession’s role and weaving workplace learning into a unique rhythm of practice. These themes collectively highlight that faculty members’ workplace learning involves a transition from functional professionals to reflective practitioners.Conclusions Workplace learning of faculty members with critical care specialties is understood as an ongoing, context-dependent and individualised process in which emotions play a crucial role in determining the depth and significance of learning and shaping professional identities. This study highlights their capacity for agency and potential, offering a perspective beyond previous research that has primarily focused on their hardships. By shedding light on their workplace learning from an insider’s view and underscoring the need to support professional development in these high-stakes fields, our findings suggest theoretical and practical interventions to foster the mutual growth of faculty and hospital organisations.https://bmjopen.bmj.com/content/15/1/e091535.full |
| spellingShingle | Hyeyoon Jeong Hyena Cho Kyoung-Woo Seo Janghoon Lee Miran Kim Jihye Yu How faculty with critical care specialties learn in a university hospital: a qualitative phenomenological study BMJ Open |
| title | How faculty with critical care specialties learn in a university hospital: a qualitative phenomenological study |
| title_full | How faculty with critical care specialties learn in a university hospital: a qualitative phenomenological study |
| title_fullStr | How faculty with critical care specialties learn in a university hospital: a qualitative phenomenological study |
| title_full_unstemmed | How faculty with critical care specialties learn in a university hospital: a qualitative phenomenological study |
| title_short | How faculty with critical care specialties learn in a university hospital: a qualitative phenomenological study |
| title_sort | how faculty with critical care specialties learn in a university hospital a qualitative phenomenological study |
| url | https://bmjopen.bmj.com/content/15/1/e091535.full |
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