Lang Emily A, Fazzio Pamela, Weiss Anna K
is a PGY-3 Resident, Pediatric Residency Program, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania, USA.
is an Attending Physician, Department of Emergency Medicine, and Program Director, Pediatric Emergency Medicine Fellowship, Children's Hospital of Philadelphia, and an Assistant Professor of Clinical Pediatrics, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania, USA.
J Grad Med Educ. 2025 Aug;17(4):444-452. doi: 10.4300/JGME-D-24-00739.1. Epub 2025 Aug 15.
Despite increasing focus on developing senior residents' teaching and supervisory skills, few studies have identified the components of the supervisory resident role. To develop curricula to prepare residents for this role, we must clearly define the supervising role. To summarize the literature regarding the characteristics and behaviors of effective supervising residents and to propose a model of the supervisory resident role. We performed a narrative review, searching PubMed and SCOPUS for literature discussing the supervisory resident role. Titles, abstracts, and articles were screened for inclusion, as were the reference sections of included articles. Using inductive thematic analysis, we coded qualitative statements, survey items, and curriculum goals and organized them into themes based on iterative, reflexive discussion. We used these themes to present a model of the supervisory role. Thirty-six works met our inclusion criteria. The articles represented perspectives from faculty members, residents, and medical students and utilized qualitative and quantitative methods. They indicated that the supervising resident is responsible for teaching, managing daily tasks, advocating on behalf of their team members' well-being, and creating a psychologically safe learning environment. Emphasis on each of these components varied by role on the medical team. This is one of the first studies to incorporate multiple perspectives to describe the multifaceted role of the supervising resident, and suggests that individuals' positions on the medical team guide their perception of this role. The literature lacks adequate exploration of junior residents', medical students', interdisciplinary team members', and patients' and families' descriptions of this role.
尽管对培养住院医师高年级学员的教学和监督技能的关注日益增加，但很少有研究确定监督住院医师角色的组成部分。为了开发课程，让住院医师为这一角色做好准备，我们必须明确界定监督角色。总结关于有效监督住院医师的特征和行为的文献，并提出监督住院医师角色的模型。我们进行了一项叙述性综述，在PubMed和SCOPUS上搜索讨论监督住院医师角色的文献。对标题、摘要和文章进行筛选以确定是否纳入，对纳入文章的参考文献部分也进行筛选。采用归纳主题分析法，我们对定性陈述、调查项目以及课程目标进行编码，并通过反复的反思性讨论将它们组织成主题。我们利用这些主题来呈现监督角色的模型。三十六篇作品符合我们的纳入标准。这些文章代表了教员、住院医师和医学生的观点，并采用了定性和定量方法。它们表明，监督住院医师负责教学、管理日常任务、代表团队成员的福祉进行倡导，并营造一个心理安全的学习环境。对这些组成部分中每一个的强调因在医疗团队中的角色而异。这是首批纳入多种观点来描述监督住院医师多方面角色的研究之一，并表明个人在医疗团队中的职位会影响他们对这一角色的认知。文献中缺乏对低年级住院医师、医学生、跨学科团队成员以及患者和家属对这一角色描述的充分探索。
