Department of Anesthesiology, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, United States.
HealthLakeland Regional Health, Lakeland, FL, 33805, United States.
J Clin Anesth. 2024 Aug;95:111429. doi: 10.1016/j.jclinane.2024.111429. Epub 2024 Mar 8.
This study aims to identify the domains that constitute behaviors perceived to be unprofessional in anesthesiology residency training programs.
Qualitative study.
Anesthesiology residency training programs.
Not applicable. The participants involved residents, fellows, and faculty members purposefully sampled in four US-based anesthesiology residency programs.
Participants were asked to submit examples of unprofessional behavior they witnessed in anesthesiology residents, fellows, or faculty members via a Qualtrics link.
Not applicable. The behavior examples were independently reviewed and categorized into themes using content analysis.
A total of 116 vignettes were collected, resulting in a final list of 111 vignettes after excluding those that did not describe behavior exhibited by anesthesiology faculty or trainees. Fifty-eight vignettes pertained to unprofessional behaviors observed in faculty members and 53 were observed in trainees (residents and fellows). Nine unprofessionalism themes emerged in the analysis. The most common themes were VERBAL, SUPERVISION, QUALITY, ENGAGEMENT, and TIME. As to the distribution of role group (faculty versus trainee) by theme, unprofessional behaviors falling into the categories of BIAS, GOSSIP, LEWD, and VERBAL were observed more in faculty; whereas themes with unprofessional behavior primarily attributed to trainees included ENGAGEMENT, QUALITY, TIME, and SUPERVISION.
By reviewing reported professionalism-related vignettes within residency training programs, we identified classification descriptors for defining unprofessional behavior specific to anesthesiology residency education. Findings from this study enrich the definition of professionalism as a multi-dimensional competency pertaining to anesthesiology graduate medical education. This framework may facilitate preventative intervention and timely remediation plans for unprofessional behavior in residents and faculty.
本研究旨在确定构成麻醉住院医师培训计划中不专业行为的领域。
定性研究。
麻醉住院医师培训计划。
不适用。参与者包括在四个美国麻醉住院医师培训计划中有意抽样的住院医师、研究员和教师。
参与者被要求通过 Qualtrics 链接提交他们在麻醉住院医师、研究员或教师中目睹的不专业行为的示例。
不适用。使用内容分析，对行为示例进行独立审查和分类为主题。
共收集了 116 个案例，在排除不描述麻醉科教师或学员表现出的行为的案例后，最终列出了 111 个案例。58 个案例涉及观察到的教师不专业行为，53 个案例涉及观察到的学员（住院医师和研究员）。分析中出现了 9 个不专业行为主题。最常见的主题是言语、监督、质量、参与度和时间。至于主题的角色群体（教师与学员）分布，在言语、监督、质量、参与度和时间等类别中观察到的不专业行为更多地发生在教师身上；而主要归因于学员的不专业行为主题包括参与度、质量、时间和监督。
通过审查住院医师培训计划中报告的与专业精神相关的案例，我们确定了定义特定于麻醉住院医师教育的不专业行为的分类描述符。本研究的结果丰富了作为涉及麻醉住院医师继续医学教育的多维能力的专业精神定义。该框架可能有助于对住院医师和教师的不专业行为进行预防性干预和及时纠正计划。
