University of Florida, Department of Emergency Medicine, Gainesville, Florida.
University of Washington, Department of Emergency Medicine, Seattle, Washington.
West J Emerg Med. 2024 Jan;25(1):122-128. doi: 10.5811/westjem.60098.
Trauma team leadership is a core skill for the practice of emergency medicine (EM). In this study our goal was to explore EM residents' perception of their trauma leadership skill development through formal and informal processes and to understand factors that may impact the development and implementation of trauma leadership skills.
Using qualitative semi-structured interviews, we explored the leadership experiences of 10 EM residents ranging from second to fourth postgraduate year. Interviews were conducted between July 26-October 31, 2019 and were audio-recorded, transcribed, and de-identified. We analyzed data using qualitative content analysis.
Residents discussed three main themes: 1) sources of leadership development; 2) challenges with simultaneously assuming a dual leader-learner role; and 3) contextual factors that impact their ability to assume the leadership role, including the professional hierarchy in the clinical environment, limitations in the physical environment, and gender bias.
This study describes the complex factors and experiences that contribute to the development and implementation of trauma team leadership skills in EM residents. This includes three primary sources of leadership development, the dual role of leader and learner, and various contextual factors. Research is needed to understand how these factors and experiences can be leveraged or mitigated to improve resident leadership training outcomes.
创伤团队领导能力是急诊医学（EM）实践的核心技能。在这项研究中，我们的目标是通过正式和非正式的过程探索 EM 住院医师对其创伤领导技能发展的看法，并了解可能影响创伤领导技能的发展和实施的因素。
使用定性半结构化访谈，我们探讨了 10 名住院医师的领导经验，他们的住院医师年限从第二年到第四年不等。访谈于 2019 年 7 月 26 日至 10 月 31 日进行，并进行了音频记录、转录和去识别。我们使用定性内容分析对数据进行分析。
住院医师讨论了三个主要主题：1）领导能力发展的来源；2）同时担任双重领导者-学习者角色的挑战；3）影响他们承担领导角色的背景因素，包括临床环境中的专业等级制度、物理环境的局限性以及性别偏见。
本研究描述了导致急诊医学住院医师创伤团队领导技能发展和实施的复杂因素和经验。这包括三个主要的领导发展来源、领导者和学习者的双重角色，以及各种背景因素。需要研究如何利用或减轻这些因素和经验，以改善住院医师领导培训的结果。
