How supervisor trust affects early residents' learning and patient care: A qualitative study
| Autor: | Leslie Sheu, Brian C. Gin, Karen E. Hauer, Stephanie Tsoi |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
020205 medical informatics
Attitude of Health Personnel media_common.quotation_subject education Vulnerability Psychological intervention Context (language use) Supervision 02 engineering and technology Affect (psychology) Trust Education 03 medical and health sciences 0302 clinical medicine health services administration 0202 electrical engineering electronic engineering information engineering Humans Entrustment 030212 general & internal medicine Child Autonomy health care economics and organizations media_common Medical education Supervisor ComputingMilieux_THECOMPUTINGPROFESSION Internship and Residency Residency Trainee Original Article Clinical Competence Patient Care Thematic analysis Psychology human activities Qualitative research |
| Zdroj: | Perspectives on Medical Education |
| ISSN: | 2212-277X |
| Popis: | Introduction Trust between supervisors and trainees mediates trainee participation and learning. A resident (postgraduate) trainee’s understanding of their supervisor’s trust can affect their perceptions of their patient care responsibilities, opportunities for learning, and overall growth as physicians. While the supervisor perspective of trust has been well studied, less is known about how resident trainees recognize supervisor trust and how it affects them. Methods In this qualitative study, 21 pediatric residents were interviewed at a single institution. Questions addressed their experiences during their first post-graduate year (PGY-1) on inpatient wards. Each interviewee was asked to describe three different patient care scenarios in which they perceived optimal, under-, and over-trust from their resident supervisor. Data were analyzed using thematic analysis. Results Residents recognized and interpreted their supervisor’s trust through four factors: supervisor, task, relationship, and context. Optimal trust was associated with supervision balancing supervisor availability and resident independence, tasks affording participation in decision-making, trusting relationships with supervisors, and a workplace fostering appropriate autonomy and team inclusivity. The effects of supervisor trust on residents fell into three themes: learning experiences, attitudes and self-confidence, and identities and roles. Optimal trust supported learning via tailored guidance, confidence and lessened vulnerability, and a sense of patient ownership and team belonging. Discussion Understanding how trainees recognize supervisor trust can enhance interventions for improving the dialogue of trust between supervisors and trainees. It is important for supervisors to be cognizant of their trainees’ interpretations of trust because it affects how trainees understand their patient care roles, perceive autonomy, and approach learning. Supplementary Information The online version of this article (10.1007/s40037-021-00674-9) contains supplementary material, which is available to authorized users. |
| Databáze: | OpenAIRE |
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