The influence of job rotation on physicians' system use: A situated learning perspective

Abstract

While job rotation has been well recognized as an effective management strategy for career development, it could have detrimental effects on the success of a healthcare information system. Junior physicians, who often periodically rotate among different hospitals, are unlikely to be proficient in a particular system. Drawing on the situated learning theory, this study explores how job rotation affects a rotating physician's system use and related benefits. An interpretive case study was conducted among rotating physicians in a public hospital. The data analysis results reveal three important sets of concepts originating from rotation experiences: direct system knowledge, diversified system knowledge and organization identification. A rotating physician with direct system knowledge may go through a process of repeat-based learning, whereas, diversified system knowledge may trigger a process of comparisonbased learning. In addition, organization identification is important to facilitate system knowledge transfer from physicians to the hospital.