Expanding our understanding regarding residents’ participation in the workplace

Olmos-Vega, Francisco M.; Dolmans, Diana; Teunissen, Pim W.; Stalmeijer, Renée E.

doi:10.1111/medu.13560

Cited by 2 publications

(3 citation statements)

References 11 publications

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“…Hereto, sociocultural theories can offer guidance 9‐12 . We agree with colleagues that such an inclusive perspective may result in a more in‐depth understanding of residents’ help‐seeking decisions and workplace learning in general 18,32 . Finally, although not the aim of our study, we came across some differences in how junior and senior residents weigh up their decisions to seek help.…”

Section: Discussionsupporting

confidence: 52%

“…Residents’ internal dialogue was strongly influenced by sociocultural forces of the workplace, including a safe learning environment that was conveyed through a constructive relationship with their supervisors and the approachability of other health care team members. In identifying the complex interplay between the internal balancing act and workplace forces, our study joins a growing body of literature, raising attention for the sociocultural perspective in aiding to unravel the interplay between the social and cultural aspects of residents’ learning and clinical practice 15‐19,32 …”

Section: Discussionmentioning

confidence: 96%

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An act of performance: Exploring residents’ decision‐making processes to seek help

et al. 2021

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Context Residents are expected to ask for help when feeling insufficiently confident or competent to act in patients’ best interests. While previous studies focused on the perspective of supervisor‐resident relationships in residents’ help‐seeking decisions, attention for how the workplace environment and, more specifically, other health care team members influence these decisions is limited. Using a sociocultural lens, this study aimed to explore how residents’ decision‐making processes to seek help are shaped by their workplace environment. Methods Through a constructivist grounded theory methodology, we purposively and theoretically sampled 18 residents: 9 juniors (postgraduate year 1/2) and 9 seniors (postgraduate year 5/6) at Amsterdam University Medical Centers. Using semi‐structured interviews, participating residents’ decision‐making processes to seek help during patient care delivery were explored. Data collection and analysis were iterative; themes were identified using constant comparative analysis. Results Residents described their help‐seeking decision‐making processes as an ‘act of performance’: they considered how asking for help could potentially impact their assessments. They described this act of performance as the product of an internal ‘balancing act’ with at its core the non‐negotiable priority for providing safe and high‐quality patient care. With this in mind, residents weighed up demonstrating the ability to work independently, maintaining credibility and becoming an accepted member of the health care team when deciding to seek help. This ‘balancing act’ was influenced by sociocultural characteristics of the learning environment, residents’ relationships with supervisors and the perceived approachability of other health care team members. Conclusions This study suggests that sociocultural forces influence residents to experience help‐seeking as an act of performance. Especially, a safe learning environment resulting from constructive relationships with supervisors and the approachability of other health care team members lowered the barriers to seek help. Supervisors could address these barriers by having regular conversations with residents about when to seek help.

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Section: Discussionsupporting

confidence: 52%

Section: Discussionmentioning

confidence: 96%

An act of performance: Exploring residents’ decision‐making processes to seek help

et al. 2021

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“…Supervisors largely determine what residents are afforded to take on in clinical care [ 13 , 14 ], and residents choose how they engage in these learning opportunities [ 15 , 16 ]. Supervisors’ provision of opportunities and residents’ engagement with opportunities [ 17 ] are influenced by trust [ 18 , 19 ] and supervisors’ and residents’ alignment on supervisory goals [ 20 ]. Recently, however, there has been a growing recognition of the benefits of encouraging the two-way nature of the supervisor-resident relationship.…”

Section: Introductionmentioning

confidence: 99%

Learning in a real-life escape room: an explorative study on the supervisory relationship in GP residency during the COVID-19 pandemic

et al. 2023

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Background The relationship between supervisors and residents plays a prominent role in the professional development of general practice (GP) residents. When disruptions occur in the normal course of healthcare, due to effects of e.g. war or emerging epidemics, we need to consider how this may affect the training of the next generation of general practitioners. As both supervisors and residents face new and unprecedented challenges that impact overall quality of the training. In this study, we examined the characteristics of the supervisory relationship in GP training during the disruptions early on during COVID-19. Our aim was to understand better how resident learning is affected in these circumstances, which is a first step in enabling supervisors, residents and faculty to anticipate disruptive situations better in the future. Methods We conducted a qualitative case study with a constructivist approach. Seven GP residents at the start of their second placement, and their 10 supervisors participated in this study. Participants came from a University Medical Centre in the Netherlands. Semi-structured interviews were held between September 2020 and February 2021. The subjects were (1) interviewed individually about what they had learned regarding COVID-19, and (2) they were interviewed in supervisory pairs about how they had learned. Data were iteratively analysed; thematic analysis for (1) and template analysis in (2). Results We identified notable changes in the supervisor-resident relationship attributable to COVID-19. Supervisors and residents were confronted with an all-encompassing uncertainty in the workplace, and disruptive changes in patient care and learning opportunities for residents. Supervisors and residents addressed these emerging workplace challenges through three types of collaboration, (1) getting the job done; (2) residents’ learning; and (3) collective learning. Each type had a different focus and distinctive characteristics of the supervisory relationship. Conclusion With the outbreak of COVID-19, supervisors and residents were faced with disruptive uncertainty. In these circumstances, learning occurred not only between residents and their supervisors, but also with non-supervising GPs and assistants in collective learning. We propose to complement collective learning in the workplace with reflection between residents and supervisors at the training institution.

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Expanding our understanding regarding residents’ participation in the workplace

Abstract: The authors describe unexplored factors that could influence residents’ participation in workplace activities, including type of participation and the role of other healthcare team members.

Cited by 2 publications

References 11 publications

An act of performance: Exploring residents’ decision‐making processes to seek help

An act of performance: Exploring residents’ decision‐making processes to seek help

Learning in a real-life escape room: an explorative study on the supervisory relationship in GP residency during the COVID-19 pandemic

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