TY - JOUR
T1 - Learning Behind the Scenes
T2 - Perceptions and Observations of Role Modeling in Pediatric Residents' Continuity Experience
AU - Balmer, Dorene
AU - Serwint, Janet R.
AU - Ruzek, Sheryl Burt
AU - Ludwig, Stephen
AU - Giardino, Angelo P.
N1 - Funding Information:
Supported in part by a Ambulatory Pediatrics Association Young Investigator Grant, 2005. We are indebted to the residents and continuity preceptors for their willingness to participate in this research, and for their candor.
Copyright:
Copyright 2008 Elsevier B.V., All rights reserved.
PY - 2007/3/1
Y1 - 2007/3/1
N2 - Objective: Little is known about what residents learn from "everyday" physician role models, who, in the course of their ordinary work, serve as real-life examples of residents' future roles. The purpose of this research was to analyze what and how pediatric residents learn through role modeling during their continuity experience. Design: We conducted a case study of 10 third-year pediatric residents and their 10 continuity clinic preceptors (CCP) in a community-based continuity clinic. Data were derived from 5 months (100 hours) of direct observation in clinic; semistructured interviews with residents before and after observation; and semistructured interviews with CCPs after resident data were collected. Interview transcripts and notes from observation were inductively coded and thematically analyzed. Results: From the residents' perspective, role modeling was an implicit and intentional learning strategy that was linked to routine clinical practice in continuity clinic. Residents learned, through modeling their CCPs, "how to talk" and "how to think things through." Residents did not directly report modeling professional behavior. For residents, learning through modeling was not contingent on CCPs' awareness of being a role model. Conclusions: Role modeling is a nuanced, deliberate learning strategy that provides pediatric residents with templates for interpersonal communication and clinical decision making that have both immediate and long-term relevance. Understanding residents' perspective on role modeling, and how it aligns with their CCPs' perspective, presents opportunities for improving residents' learning experiences, faculty development, and future research.
AB - Objective: Little is known about what residents learn from "everyday" physician role models, who, in the course of their ordinary work, serve as real-life examples of residents' future roles. The purpose of this research was to analyze what and how pediatric residents learn through role modeling during their continuity experience. Design: We conducted a case study of 10 third-year pediatric residents and their 10 continuity clinic preceptors (CCP) in a community-based continuity clinic. Data were derived from 5 months (100 hours) of direct observation in clinic; semistructured interviews with residents before and after observation; and semistructured interviews with CCPs after resident data were collected. Interview transcripts and notes from observation were inductively coded and thematically analyzed. Results: From the residents' perspective, role modeling was an implicit and intentional learning strategy that was linked to routine clinical practice in continuity clinic. Residents learned, through modeling their CCPs, "how to talk" and "how to think things through." Residents did not directly report modeling professional behavior. For residents, learning through modeling was not contingent on CCPs' awareness of being a role model. Conclusions: Role modeling is a nuanced, deliberate learning strategy that provides pediatric residents with templates for interpersonal communication and clinical decision making that have both immediate and long-term relevance. Understanding residents' perspective on role modeling, and how it aligns with their CCPs' perspective, presents opportunities for improving residents' learning experiences, faculty development, and future research.
KW - continuity experience
KW - graduate medical education
KW - learning theory
KW - preceptor as role model
KW - residency training
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U2 - 10.1016/j.ambp.2006.11.005
DO - 10.1016/j.ambp.2006.11.005
M3 - Article
C2 - 17368413
AN - SCOPUS:33947161537
SN - 1530-1567
VL - 7
SP - 176
EP - 181
JO - Ambulatory Pediatrics
JF - Ambulatory Pediatrics
IS - 2
ER -