Development of a Novel Curriculum to Enhance the Autonomy and Motivation of Residents

Baldwin, Constance D.; Shone, Laura P.; Harris, J. Peter; Craig, Mark S.; Cellini, Melissa M.; Varade, William S.

doi:10.1542/peds.2011-1648

Cited by 15 publications

(6 citation statements)

References 8 publications

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“…18 Over the past decade, our faculty have repeatedly stated at faculty meetings that residents lack initiative and are overly dependent on them in making patient care decisions. Yet in 2010, residents formally expressed their frustration to the faculty via an internal "Pediatric Resident-Faculty Autonomy Contract," writing that they were not being given enough opportunities to make decisions, were having patient management plans dictated to them, and were not receiving enough feedback to learn from their errors.…”

Section: Discussionmentioning

confidence: 99%

Discordance Between Resident and Faculty Perceptions of Resident Autonomy

et al. 2015

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Faculty and residents had discordant perceptions of resident autonomy and of faculty support for resident autonomy. When faculty restrict the independence of "passive" residents whose competence they question, residents may receive fewer opportunities for active learning. Strategies that support autonomy, such as scaffolding, may help residents gain confidence and competence, enhance residents' relatedness to team members and supervisors, and help programs adapt to accreditation requirements to foster residents' growth in independence.

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Section: Discussionmentioning

confidence: 99%

Discordance Between Resident and Faculty Perceptions of Resident Autonomy

et al. 2015

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“…Recently, a pediatric training program has proposed a specifi c novel curriculum to enhance resident autonomy that is truly refreshing. 10 This proposed curriculum takes a holistic approach to increasing autonomy, explicitly integrating it as a topic of grand rounds, morning report, and faculty development.…”

Section: An Official Journal Of the American Academy Of Pediatricsmentioning

confidence: 99%

Making An Omelet

Rubenstein

Chase

2014

Hospital Pediatrics

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“…Autonomous motivation comprises the more intrinsically motivated states, meaning that motivation originates from an interest in the subject or an understanding of its importance. 5 Studies have shown that autonomous motivation is associated with higher study effort in medical students, 6 higher achievements in residents 7 and more participation in continuing education among pharmacists. 8 Autonomous motivation could therefore also play a role in e-learning participation.…”

Section: Introductionmentioning

confidence: 99%

E-learning on antibiotic prescribing—the role of autonomous motivation in participation: a prospective cohort study

Caris

Sikkens

Kusurkar

et al. 2018

Journal of Antimicrobial Chemotherapy

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ObjectivesE-learning is increasingly used in education on antimicrobial stewardship, but participation rates are often low. Insight into factors that affect participation is therefore needed. Autonomous motivation is associated with higher achievements in medical education and could also play a role in e-learning participation. We therefore aimed to investigate the role of residents’ autonomous motivation in their participation in e-learning on antibiotic prescribing.MethodsWe performed a multicentre cohort study in two academic and two teaching hospitals. Residents who filled out questionnaires on antibiotic knowledge, the perceived importance of antibiotics and motivation [Self-Regulation Questionnaire – Academic (SRQ-a)] received e-learning access. We used the SRQ-a to calculate relative autonomous motivation (RAM), an index that estimates the amount of autonomous motivation compared with the amount of controlled motivation. We then analysed associations between RAM and participation in e-learning with logistic regression.ResultsEighty-six residents participated (74% female, mean age 30 years). Overall e-learning participation was 58% (n = 50). Participation was 41% in residents with negative RAM (i.e. more controlled motivation) and 62% in residents with positive RAM (i.e. more autonomous motivation). RAM was positively associated with participation, adjusted for residency in an academic hospital (adjusted OR 2.6, 95% CI 1.5–4.6).ConclusionsParticipation in non-obligatory e-learning on antibiotic prescribing is higher in residents with more autonomous motivation. Interventions to increase autonomous motivation could improve participation. Preceding e-learning on antibiotic prescribing with face-to-face education, to explain the importance of the subject, could enhance autonomous motivation and thus optimize e-learning efficiency.

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Development of a Novel Curriculum to Enhance the Autonomy and Motivation of Residents

Cited by 15 publications

References 8 publications

Discordance Between Resident and Faculty Perceptions of Resident Autonomy

Discordance Between Resident and Faculty Perceptions of Resident Autonomy

Making An Omelet

E-learning on antibiotic prescribing—the role of autonomous motivation in participation: a prospective cohort study

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