Developing Emotional Intelligence in the Clinical Learning Environment: A Case Study in Cultural Transformation
| Autor: | Joanne Cohen-Katz, MA Susan E Hansen, Julie Dostal, Jeffrey L Sternlieb |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
020205 medical informatics
Hospitals Community 02 engineering and technology Burnout Social Skills 03 medical and health sciences 0302 clinical medicine Social skills Nursing Intervention (counseling) 0202 electrical engineering electronic engineering information engineering Humans Medicine 030212 general & internal medicine Burnout Professional Original Research Emotional Intelligence business.industry Emotional intelligence Internship and Residency General Medicine Pennsylvania Focus group Intervention studies Content analysis Curriculum Family Practice business Clinical learning |
| Zdroj: | Journal of Graduate Medical Education. 8:692-698 |
| ISSN: | 1949-8357 1949-8349 |
| DOI: | 10.4300/jgme-d-15-00548.1 |
| Popis: | Background Burnout continues to erode the physician workforce, and there are few effective intervention studies to guide educators. Objective We explored residents' experience in a model environment emphasizing resident wellness, safety, and interpersonal skills. Methods As 1 of 14 participants in the national Preparing the Personal Physician for Practice (P4) project, the family medicine residency at Lehigh Valley Health Network implemented a series of curricular changes designed to transform the culture of education. This mixed-methods case study utilizes the results from 3 quantitative self-report instruments for well-being, along with content analysis of transcripts from 20 focus groups and 33 resident advising sessions to describe experiences of the residents enrolled between July 2007 and June 2012. Results In the intervention, we found no statistically significant quantitative differences in the well-being of residents compared with the family medicine faculty and staff. Deductive (a priori and template) analysis and inductive thematic analysis of the residents' articulations of their experiences revealed 6 recurrent themes: naming/articulation of emotions, relationships, attitudes about self-care, self-reflection, delivery of learning experiences, and availability of resources. Conclusions Quantitative measures of well-being did not capture the experiential value of the curricular innovations implemented by the residency program, while qualitative analysis highlighted themes important to residents. While not all residents in the intervention expressed support for the changes, repeated references to the nurturing educational environment indicate recognition of, and favorable responses to, the creation of an emotionally intelligent learning community. |
| Databáze: | OpenAIRE |
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