Transformative thinkers needed for transformative postgraduate education

Ringsted, Charlotte

doi:10.3109/0142159x.2014.872234

Cited by 1 publication

(2 citation statements)

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“…A few studies were concerned with which individual residents are likely to end up in difficulty, but these studies did not find clear-cut criteria for identifying residents who ended up in difficulty (Brenner et al, 2010;Paice, 2009). In this study, we showed that residency training involves a large degree of complexity, and, in Denmark at least, both educational and pedagogical principles still lag behind in the ongoing reform of postgraduate medical education (Ringsted, 2014). In addition, neoliberal strategies in terms of reduced human resources, increased medical expenses and a growing determination to measure quality in medical education and healthcare and in terms of quantity seem to impair residency training.…”

Section: Discussionmentioning

confidence: 71%

“…Residents in difficulty are resource demanding for healthcare institutions (Roberts et al, 2012;Williams, Roberts, Schwind, and Dunnington, 2009). In addition, ongoing educational difficulties may jeopardise the resident's professional career (Ringsted, 2014), and would seem to cause significant problems to the resident's professional identity and self-image (Good, 1994;Kaiser, 2002). Consequently, being a resident in difficulty may cause identity crisis, insecurity and anxiety, and may have the potential to disrupt the resident's professional identity as a doctor (Cruess, Cruess, and Steinert, 2016).…”

Section: Introductionmentioning

confidence: 99%

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How to play the game of medical education: Sociocultural analyses of educational difficulties among medical residents

et al. 2020

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Medical residents in difficulty struggle to comply with educational requirements. They pose a liability to patient safety and they have problems to adapt to the professional role of a doctor. Consequently, being a resident in difficulty may cause identity crisis and have the potential to disrupt the resident's professional identity as a doctor. Only few studies explore the tipping point between becoming a resident in difficulty or not, and these studies rarely reflect the surrounding sociocultural aspects of the residents' difficulties such as organisational culture in the workplace. This article explores how medical residency training culture influence on residents' risk of ending in difficulty. Our study was based on six focus-group interviews with residents (n=28) and in-depth interviews with residents in difficulty (n=10). The interpretation of data employed sociologist Pierre Bourdieu's theoretical framework around dispositions. Across the data, we identified four themes: Conflicting games in the field of medical education, altruism, organisational hierarchy, and coping with stress. We found a (mis)match between legitimate rules in the field of medicine and the residents' dispositions to appreciate those rules. These results can inform clinical supervisors and consultants in their decisions for supporting residents in difficulty and increasing educational achievement among struggling residents.

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Section: Discussionmentioning

confidence: 71%