“What kind of doctor do you want to become?”: Clinical supervisors’ perceptions of their roles in the professional identity formation of General Practice residents

Barnhoorn, Pieter; Nierkens, Vera; Numans, Mattijs E.; Steinert, Yvonne; Mook, Walther van

doi:10.1080/0142159x.2022.2137395

Cited by 11 publications

(3 citation statements)

References 40 publications

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“…This theme underscores the deficiency in establishing a robust and enduring longitudinal relationship between trainees and intensivists. As recently demonstrated by Barnhoorn et al, building trust and bonding between trainees and supervisors requires time and investment [ 25 ]. However, due to conflicting schedules, the opportunity for trainees and supervisors to work together for extended periods, akin to a trainee-intensivist partnership, is hardly possible.…”

Section: Discussionmentioning

confidence: 99%

Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees

Scholte,

Strehler,

Dill

et al. 2024

BMC Med Educ

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Background Assessing trainees is crucial for development of their competence, yet it remains a challenging endeavour. Identifying contributing and influencing factors affecting this process is imperative for improvement. Methods We surveyed residents, fellows, and intensivists working in an intensive care unit (ICU) at a large non-university hospital in Switzerland to investigate the challenges in assessing ICU trainees. Thematic analysis revealed three major themes. Results Among 45 physicians, 37(82%) responded. The first theme identified is trainee-intensivist collaboration discontinuity. The limited duration of trainees’ ICU rotations, large team size operating in a discordant three-shift system, and busy and unpredictable day-planning hinder sustained collaboration. Potential solutions include a concise pre-collaboration briefing, shared bedside care, and post-collaboration debriefing involving formative assessment and reflection on collaboration. The second theme is the lack of trainees’ progress visualisation, which is caused by unsatisfactory familiarisation with the trainees’ development. The lack of an overview of a trainee’s previous achievements, activities, strengths, weaknesses, and goals may result in inappropriate assessments. Participants suggested implementing digital assessment tools, a competence committee, and dashboards to facilitate progress visualisation. The third theme we identified is insufficient coaching and feedback. Factors like personality traits, hierarchy, and competing interests can impede coaching, while high-quality feedback is essential for correct assessment. Skilled coaches can define short-term goals and may optimise trainee assessment by seeking feedback from multiple supervisors and assisting in both formative and summative assessment. Based on these three themes and the suggested solutions, we developed the acronym “ICU-STAR” representing a potentially powerful framework to enhance short-term trainee-supervisor collaboration in the workplace and to co-scaffold the principles of adequate assessment. Conclusions According to ICU physicians, trainee-supervisor collaboration discontinuity, the lack of visualisation of trainee’s development, and insufficient coaching and feedback skills of supervisors are the major factors hampering trainees’ assessment in the workplace. Based on suggestions by the survey participants, we propose the acronym “ICU-STAR” as a framework including briefing, shared bedside care, and debriefing of the trainee-supervisor collaboration at the workplace as its core components. With the attending intensivists acting as coaches, progress visualisation can be enhanced by actively collecting more data points. Trial registration N/A.

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Section: Discussionmentioning

confidence: 99%

Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees

Scholte,

Strehler,

Dill

et al. 2024

BMC Med Educ

Self Cite

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“…Even though PIF emphasizes process over outcome, it might be helpful to consider what outcomes we are aiming for when suggesting that educational programs must explicitly support PIF. Turning to the literature, most curricular or faculty interventions in support of PIF invoke guided reflections, engaging in difficult conversations, storytelling, mentorship, and creative expression through the medical humanities [1,2,[38][39][40][41]. Each intervention aims to actively engage the learner in various ways (e.g., discussing, writing, drawing), as they construct and deconstruct their evolving professional identities.…”

Section: Potential Opportunitiesmentioning

confidence: 99%

“…The above examples of curricular interventions could easily be integrated into local programs, and in some cases, already have been implemented successfully [1,[38][39][40][41][59][60][61]. However, contextualized and individualized notions of competence (i.e., competence as a multi-layered concept) [62] must occupy an explicit space within the structure of CBME, alongside roles and domains, if activities designed to support individuality and PIF are to become mainstream.…”

Section: Potential Opportunitiesmentioning

confidence: 99%

Contradictions and Opportunities: Reconciling Professional Identity Formation and Competency-Based Medical Education

Sternszus,

Slattery,

Cruess

et al. 2023

Perspectives on Medical Education

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The widespread adoption of Competency-Based Medical Education (CBME) has resulted in a more explicit focus on learners' abilities to effectively demonstrate achievement of the competencies required for safe and unsupervised practice. While CBME implementation has yielded many benefits, by focusing explicitly on what learners are doing, curricula may be unintentionally overlooking who learners are becoming (i.e., the formation of their professional identities). Integrating professional identity formation (PIF) into curricula has the potential to positively influence professionalism, well-being, and inclusivity; however, issues related to the definition, assessment, and operationalization of PIF have made it difficult to embed this curricular imperative into CBME. This paper aims to outline a path towards the reconciliation of PIF and CBME to better support the development of physicians that are best suited to meet the needs of society.

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The Primary Care Exception Rule in Internal Medicine Residency Clinic: Benefits, Disadvantages, Best Practices, and Recommendations for Reform

Gallagher,

Vohra-Khullar,

Fuest

et al. 2024

J GEN INTERN MED

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“What kind of doctor do you want to become?”: Clinical supervisors’ perceptions of their roles in the professional identity formation of General Practice residents

Cited by 11 publications

References 40 publications

Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees

Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees

Contradictions and Opportunities: Reconciling Professional Identity Formation and Competency-Based Medical Education

The Primary Care Exception Rule in Internal Medicine Residency Clinic: Benefits, Disadvantages, Best Practices, and Recommendations for Reform

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