‘Ready to Reg’ – a pilot trial of experiential medical registrar training

Goh, Yee Yen; Luintel, Akish; Nassrally, Shamim

doi:10.7861/futurehealth.6-2-s36

Cited by 2 publications

(4 citation statements)

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“…3,4 Authors stressed the importance of debunking this "superhero" myth and reimagining medical registrars as well-supported members of a wider team. 5,6 While practical skills were considered important, authors generally agreed that new registrars should focus on developing excellent non-technical skills. [5][6][7][8] Less is known about how new registrars develop these skills, but many felt CMT prepared doctors poorly for their new role.…”

Section: Literature Reviewmentioning

confidence: 99%

“…5,6 While practical skills were considered important, authors generally agreed that new registrars should focus on developing excellent non-technical skills. [5][6][7][8] Less is known about how new registrars develop these skills, but many felt CMT prepared doctors poorly for their new role. 3,[9][10][11] CMT doctors only took on registrar-level responsibilities to cover rota gaps, often without any additional support.…”

Section: Literature Reviewmentioning

confidence: 99%

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Becoming the medical registrar: a qualitative study of a professional transition as a transformative learning event

Ferguson,

Selman

2023

Acute Med

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Background: The medical registrar is a daunting role to take on for the first time. While studies have explored how preparedness can be improved through simulation, less has been written about how doctors learn to be registrars through clinical practice. Method: Doctors working as medical registrars were invited to participate in semi-structured interviews. The qualitative data collected underwent thematic analysis. Results: The clinical environment was considered fertile ground for transformative experiential learning, but opportunities for debriefing and guided reflection were rare. Participants felt they needed additional support from supervisors after difficult experiences and mistakes, but this support was not always forthcoming. Conclusion: Acute physicians involved in supervising new medical registrars must facilitate meaningful independent practice to encourage the next generation of medical generalists.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Becoming the medical registrar: a qualitative study of a professional transition as a transformative learning event

Ferguson,

Selman

2023

Acute Med

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“…Medical trainees transition into the registrar role during their Internal Medicine (IM) training. Apprehension about this transition can cause problems with retention and recruitment 3–6 . Given that the transition to medical registrar can be a disincentive for junior medical trainees, 7,8 exploration of the experience of this transition is a priority in supporting professional identity development.…”

Section: Introductionmentioning

confidence: 99%

“…Apprehension about this transition can cause problems with retention and recruitment. [3][4][5][6] Given that the transition to medical registrar can be a disincentive for junior medical trainees, 7,8 exploration of the experience of this transition is a priority in supporting professional identity development. Shedding light, particularly on negative aspects, could inspire modifications to training to ease this transition.…”

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confidence: 99%

‘Just pretending’: Narratives of professional identity transitions in internal medicine

2022

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Introduction Health professional identity transitions involve a dynamic period of liminality prompting a time of considerable uncertainty and self‐doubt. For postgraduate trainees in the United Kingdom, the transition to medical registrar can be a significant deterrent to recruitment and retention. Narrative analysis offers insight into identity work during transitions with potential to inform strategies for developing professional identities. This study aimed to use narrative analysis to explore trainees' experiences and their sense of agency during the liminal phase of this transition. Methods Following ethical approval, internal medicine (IM) trainees in their second year of IM training were interviewed. Transcripts were audio recorded, transcribed verbatim and analysed to identify narratives describing liminality during the transition to the role of medical registrar, including examples of rejecting and claiming identity grants. Narrative analysis, as described by Riessman and influenced by James Gee's units of discourse, was undertaken, with an agentive lens applied to the data. Results Between January 2021 and February 2022, 19 IM trainees were interviewed. Given the in‐depth analysis, four narratives were purposively selected to present, including trainees rejecting and claiming the medical registrar role. Trainees tended to describe negative experiences, but those with a higher sense of agency demonstrated positive reflection and identity construction through narrative. There was often identity dissonance between how trainees defined their stage in the transition to medical registrar and how their narrative illustrated their identity work. Conclusion This study exemplifies narrative analysis' linguistic and agentive lenses in exploring the experience of the liminal identity transitional period. The findings reflect the identity dissonance experienced by trainees during this time and sheds light on their sense of agency throughout. It heralds a need to acknowledge the significant liminality experienced during transitions throughout medical training and to empower a sense of agency to support identity work.

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‘Ready to Reg’ – a pilot trial of experiential medical registrar training

Cited by 2 publications

References 2 publications

Becoming the medical registrar: a qualitative study of a professional transition as a transformative learning event

Becoming the medical registrar: a qualitative study of a professional transition as a transformative learning event

‘Just pretending’: Narratives of professional identity transitions in internal medicine

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