Sara M Krzyzaniak1, Bonnie Kaplan2, Daniella Lucas3, Elizabeth Bradley4, Stephen J Wolf5. 1. is Clinical Associate Professor and Residency Program Director, Department of Emergency Medicine, Stanford University. 2. is Assistant Professor, Department of Emergency Medicine, University of Colorado School of Medicine, and Residency Program Director, Department of Emergency Medicine, Denver Health Medical Center. 3. is a Resident, Department of Emergency Medicine, Cook County Health and Hospitals System. 4. is Associate Professor of Medical Education, University of Virginia School of Medicine. 5. is Professor and Vice Chair, Department of Emergency Medicine, University of Colorado School of Medicine, and Director of Service, Department of Emergency Medicine, Denver Health Medical Center.
Abstract
BACKGROUND: Remediation is an important component of residency training that ensures residents are progressing toward competency and unsupervised practice. There is literature describing educators' attitudes about remediation; however, little is known about residents' perspectives regarding peers who are struggling and remediation. Understanding this perspective is critical to supporting struggling residents and developing successful remediation programs. OBJECTIVE: The objective of this study was to describe residents' perspectives on peers who are struggling and remediation processes within graduate medical education programs. METHODS: In 2015, we conducted focus groups of residents in a multi-institutional exploratory qualitative study designed to investigate resident perspectives on remediation. Focus groups included questions on identification of residents who are struggling, reasons residents face difficulty in training, attitudes toward remediation, and understanding of the remediation process. Using conventional content analysis, we analyzed the focus group data to discover common themes. RESULTS: Eight focus groups were performed at 3 geographically distinct institutions. A total of 68 residents participated, representing 12 distinct medical specialties. Four major themes emerged from the participants' discussion: lack of transparency, negative stigma, overwhelming emotions, and a need for change. CONCLUSIONS: Resident perspectives on remediation are affected by communication, culture, and emotions. The resident participants called for change, seeking greater understanding and transparency about what it means to struggle and the process of remediation. The residents also believed that remediation can be embraced and normalized.
BACKGROUND: Remediation is an important component of residency training that ensures residents are progressing toward competency and unsupervised practice. There is literature describing educators' attitudes about remediation; however, little is known about residents' perspectives regarding peers who are struggling and remediation. Understanding this perspective is critical to supporting struggling residents and developing successful remediation programs. OBJECTIVE: The objective of this study was to describe residents' perspectives on peers who are struggling and remediation processes within graduate medical education programs. METHODS: In 2015, we conducted focus groups of residents in a multi-institutional exploratory qualitative study designed to investigate resident perspectives on remediation. Focus groups included questions on identification of residents who are struggling, reasons residents face difficulty in training, attitudes toward remediation, and understanding of the remediation process. Using conventional content analysis, we analyzed the focus group data to discover common themes. RESULTS: Eight focus groups were performed at 3 geographically distinct institutions. A total of 68 residents participated, representing 12 distinct medical specialties. Four major themes emerged from the participants' discussion: lack of transparency, negative stigma, overwhelming emotions, and a need for change. CONCLUSIONS: Resident perspectives on remediation are affected by communication, culture, and emotions. The resident participants called for change, seeking greater understanding and transparency about what it means to struggle and the process of remediation. The residents also believed that remediation can be embraced and normalized.
Authors: Joan Sargeant; Jocelyn Lockyer; Karen Mann; Eric Holmboe; Ivan Silver; Heather Armson; Erik Driessen; Tanya MacLeod; Wendy Yen; Kathryn Ross; Mary Power Journal: Acad Med Date: 2015-12 Impact factor: 6.893
Authors: Carol Carraccio; Robert Englander; Elaine Van Melle; Olle Ten Cate; Jocelyn Lockyer; Ming-Ka Chan; Jason R Frank; Linda S Snell Journal: Acad Med Date: 2016-05 Impact factor: 6.893
Authors: Robin Klein; Jennifer Koch; Erin D Snyder; Anna Volerman; Wendy Simon; Simerjot K Jassal; Dominique Cosco; Anne Cioletti; Nneka N Ufere; Sherri-Ann M Burnett-Bowie; Kerri Palamara; Sarah Schaeffer; Katherine A Julian; Vanessa Thompson Journal: J Gen Intern Med Date: 2022-06-16 Impact factor: 6.473