The impact of cognitive apprenticeship on the perceived growth of junior doctors

摘要

Purpose - Although cognitive apprenticeship has been widely used in various educational fields, few empirical studies have examined its effectiveness in a workplace context. This study aims to investigate the effects of cognitive apprenticeship on junior doctors' perceived professional growth in hospitals. Design/methodology/approach - A retrospective questionnaire survey was performed that asked surgeons (n = 87) and physicians (n = 92) to recall how they were instructed by their supervisors during the first five years after graduation from medical school. Findings - The results of multiple regression analyzes showed that all dimensions of cognitive apprenticeship (modeling, coaching, scaffolding, articulation, reflection and exploration) had positive effects on each doctor's perceived growth, regardless of the type of clinical practice (surgeon vs physician) or the period of supervision. It was also found that physicians experienced significantly more coaching and scaffolding, and opportunities for, articulation and reflection, than surgeons. Research limitations/implications - Some of the data were collected through snowball sampling, and this study used a retrospective survey in which respondents were asked to recall past experiences. Practical implications - Clinical supervisors in hospitals should adopt a cognitive apprenticeship model when supervising junior doctors. Surgical supervisors need to be more conscious of the benefits of cognitive apprenticeship. Originality/value - This study confirmed that the six dimensions of cognitive apprenticeship had positive influences on the perceived growth of junior doctors, regardless of their clinical domains or period of supervision and that clinical domains influence the implementation of cognitive apprenticeship.