Exploring residents and supervisors’ workplace learning needs during postgraduate medical education

Abstract

Objectives To identify the main enablers and challenges for workplace learning during postgraduate medical education among residents and their supervisors involved in training hospital specialists across different medical specialties and clinical teaching departments. Methods A qualitative explorative study using semi-structured focus group interviews was employed. A purposeful sampling method was utilized to invite participants who were involved in postgraduate medical education for hospital specialist medicine at two universities. Hospital physicians in training, also called residents (n=876) and supervisors (n=66), were invited by email to participate. Three focus groups were organized: two with residents and one with supervisors. Due to the COVID-19 pandemic rules prohibiting real group meetings, these focus groups were online and asynchronous. The data was analyzed following an inductive thematic analysis. Results The following overarching themes were identified: 1) the dual learning path, which balances working in the hospital and formal courses, 2) feedback, where quality, quantity, and frequency are discussed, and 3) learning support, including residents’ self-directed learning, supervisors’ guidance, and ePortfolio support. Conclusions Different enablers and challenges for postgraduate medical education were identified. These results can guide all stakeholders involved with workplace learning to develop a better understanding of how workplace learning can be optimized to improve the postgraduate medical education experience. Future studies could focus on confirming the results of this study in a broader, perhaps international setting and exploring strategies for aligning residencies to improve quality.

The Development Status of Entrustable Professional Activities-Based Curricula in Orthopedic and Neurosurgical Spinal Surgery: A Systematic Review

“…The quality of postgraduate training for medical professionals is a key factor in the effectiveness of the healthcare system. A signi cant pillar of this training is known as "workplace learning," which comprises practical work as a resident, theoretical further education courses, and self-study (1). Various "enablers" and "challengers" have been identi ed that either assist or hinder the learning process, often acting as bottlenecks (1).…”

“…A signi cant pillar of this training is known as "workplace learning," which comprises practical work as a resident, theoretical further education courses, and self-study (1). Various "enablers" and "challengers" have been identi ed that either assist or hinder the learning process, often acting as bottlenecks (1). It was highlighted that active involvement in tasks is a positive aspect, but there is often an inappropriate level of responsibility placed on the learner, either too much or too little (1).…”

“…Various "enablers" and "challengers" have been identi ed that either assist or hinder the learning process, often acting as bottlenecks (1). It was highlighted that active involvement in tasks is a positive aspect, but there is often an inappropriate level of responsibility placed on the learner, either too much or too little (1). Unclearly de ned training goals or a lack of these also poses a substantial hurdle for the learning success of prospective doctors (1).…”