BACKGROUND: Clinical supervisors make frequent assessments of medical trainees' competence so they can provide appropriate opportunities for trainees to experience clinical independence. This study explored context-specific assessments of trainees' competence for independent clinical work. METHOD: In Phase One, 88 teaching team members from internal and emergency medicine were observed during clinical activities (216 hours), and 65 participants completed brief interviews. In Phase Two, 36 in-depth interviews were conducted using video vignettes. Data collection and analysis employed grounded theory methodology. RESULTS: Supervisors' assessments of trainee trustworthiness for independent clinical work involved consideration of four dimensions: knowledge/skill, discernment of limitations, truthfulness, and conscientiousness. Supervisors' reliance on language cues as a source of trustworthiness data was revealed. CONCLUSIONS: This study provides an initial exploration of context-specific competence assessments, which affect both patient safety and education, and provides a novel framework for study of the links between language use and competence.
BACKGROUND: Clinical supervisors make frequent assessments of medical trainees' competence so they can provide appropriate opportunities for trainees to experience clinical independence. This study explored context-specific assessments of trainees' competence for independent clinical work. METHOD: In Phase One, 88 teaching team members from internal and emergency medicine were observed during clinical activities (216 hours), and 65 participants completed brief interviews. In Phase Two, 36 in-depth interviews were conducted using video vignettes. Data collection and analysis employed grounded theory methodology. RESULTS: Supervisors' assessments of trainee trustworthiness for independent clinical work involved consideration of four dimensions: knowledge/skill, discernment of limitations, truthfulness, and conscientiousness. Supervisors' reliance on language cues as a source of trustworthiness data was revealed. CONCLUSIONS: This study provides an initial exploration of context-specific competence assessments, which affect both patient safety and education, and provides a novel framework for study of the links between language use and competence.
Authors: Patricia J Hicks; Robert Englander; Daniel J Schumacher; Ann Burke; Bradley J Benson; Susan Guralnick; Stephen Ludwig; Carol Carraccio Journal: J Grad Med Educ Date: 2010-12
Authors: Patricia J Hicks; Daniel J Schumacher; Bradley J Benson; Ann E Burke; Robert Englander; Susan Guralnick; Stephen Ludwig; Carol Carraccio Journal: J Grad Med Educ Date: 2010-09
Authors: Max V Wohlauer; Vineet M Arora; Leora I Horwitz; Ellen J Bass; Sean E Mahar; Ingrid Philibert Journal: Acad Med Date: 2012-04 Impact factor: 6.893
Authors: Adam A Rosenberg; Tai Lockspeiser; J Lindsey Lane; Yosuke Nomura; Pat Schmitter; Kathy Urban; Sheilah Jimenez; Janice Hanson Journal: J Grad Med Educ Date: 2013-12