Les facteurs et enjeux relationnels lors de l’évaluation des résidents en médecine familiale

Laurin, Suzanne; Côté, Luc; Cusson, Lise; Korany, Leyla; Jolicoeur, Annie; Fernandez, Nicolas

doi:10.1051/pmed/2021028

Cited by 1 publication

(15 citation statements)

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“…She had experience performing qualitative interviews and was briefed on the problem statement and the context of supervision in the emergency department. The interview guide, which remained the same throughout the study, was adapted from one used in a study of family medicine supervisors by Laurin et al 24 Interviews lasted between 16 and 34 min (mean 30 min). She transcribed the interviews verbatim using the transcribing software Amberscript, deidentified the transcripts, and then deleted the recordings.…”

Section: Data Collectionmentioning

confidence: 99%

“…We coded the data using a mixed deductive-inductive thematic analysis. 30 We developed an initial coding scheme based on two publications, i.e., literature review of "failure to fail" by Yepes-Rios et al 9 and the study by Laurin et al 24 of the interpersonal factors involved in assessment in family medicine. We also developed additional codes inductively, when we identified new ideas in the data.…”

Section: Data Coding and Analysismentioning

confidence: 99%

“…24 Anticipating potential negative effects of discussing or reporting resident weaknesses on the relationship, they circumvented this threat by providing lenient assessments and minimizing negative feedback. 24 Contextual factors appeared to be at play, including the duration of resident-supervisor relationships, which typically last several months in family medicine, and the caring culture of the discipline. 24 To our knowledge, the influence of the resident-supervisor relationship on assessment of and for learning has yet to be ex-…”

Section: Introductionmentioning

confidence: 99%

“…24 Contextual factors appeared to be at play, including the duration of resident-supervisor relationships, which typically last several months in family medicine, and the caring culture of the discipline. 24 To our knowledge, the influence of the resident-supervisor relationship on assessment of and for learning has yet to be ex-…”

Section: Introductionmentioning

confidence: 99%

“…Supervisors emphasized the importance of the resident–supervisor relationship for learning and sought to preserve it at all costs 24 . Anticipating potential negative effects of discussing or reporting resident weaknesses on the relationship, they circumvented this threat by providing lenient assessments and minimizing negative feedback 24 . Contextual factors appeared to be at play, including the duration of resident–supervisor relationships, which typically last several months in family medicine, and the caring culture of the discipline 24 …”

Section: Introductionmentioning

confidence: 99%

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“They were very very nice but just not very good”: The interplay between resident–supervisor relationships and assessment in the emergency setting

Laurin,

Castonguay,

Dory

et al. 2024

AEM Education and Training

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PurposeClinical supervisors hesitate to report learner weaknesses, a widely documented phenomenon referred to as “failure to fail.” They also struggle to discuss weaknesses with learners themselves. Their reluctance to report and discuss learner weaknesses threatens the validity of assessment‐of‐learning decisions and the effectiveness of assessment for learning. Personal and interpersonal factors have been found to act as barriers to reporting learners’ difficulties, but the precise role of the resident–supervisor relationship remains underexplored, specifically in the emergency setting. This study aims to better understand if and how factors related to the resident–supervisor relationship are involved in assessment of and for learning in the emergency setting.MethodsWe conducted a qualitative study, using semistructured interviews of 15 clinical supervisors in emergency medicine departments affiliated with our institution. Transcripts were independently coded by three members of the team using an iterative mixed deductive–inductive thematic analysis approach. The team then synthesized the coding and discussed analysis following guidelines for thematic analysis.ResultsParticipating emergency medicine supervisors valued resident–supervisor relationships built on collaboration and trust and believed that such relationships support learning. They described how these relationships influenced assessment of and for learning and how in turn assessment influenced the relationship. Almost all profiles of resident–supervisor relationships in our study could hinder the disclosing of resident weaknesses, through a variety of mechanisms. To protect residents and themselves from the discomfort of disclosing weaknesses and to avoid deteriorating the resident–supervisor relationship, many downplayed or even masked residents’ difficulties. Supervisors who described themselves as able to provide negative assessment of and for learning often adopted a more distant or professional stance.ConclusionsThis study contributes to a growing literature on failure to fail by confirming the critical impact that the resident–supervisor relationship has on the willingness and ability of emergency medicine supervisors to play their part as assessors.

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Section: Data Collectionmentioning

confidence: 99%