ArticleBMC medical education2024
The show must go on: fostering residents' sustainable employability in medical education - a qualitative exploration of the Resident Leadership Program.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundResidents' sustainable employability (SE) is threatened by high burn-out rates, sleep deficits, and career dissatisfaction. Medical education may contribute to residents' SE by providing them with opportunities to influence their employment contexts and to develop conscious self-regulation. This paper explores how residents, participating in the Resident Leadership Program (RLP), are enabled to work on, and learn about, their SE.
methodsThe RLP took place between February and July 2021 and consisted of lectures on, and practice in, quality improvement (QI) work. SE was the theme that governed residents' QI projects. In this study, residents were interviewed individually before the program (n = 8), were observed while participating in the program (45 h) and were interviewed in three groups after the program (n = 8). The data were analysed in accordance with the 'flexible-coding' method.
resultsThe findings are presented in four 'acts' mirroring an unfolding play as a metaphor to show how residents' understanding of context, self-regulations, and quality improvement work-relevant to their SE-changed in the RLP. The acts include 'setting the stage', describing how residents experienced the context of medicine; 'acting the part', depicting how residents managed their employment contexts using self-regulation; 'changing the décor', elaborating on residents' QI projects; and 'growing one's role', presenting residents' take-aways from participating in the RLP that may benefit their SE. These take-aways encompassed awareness of the importance of SE, a reconsideration and/or adjustment of self-regulation, feeling better equipped to navigate employment contexts, and increased joy in work because of contributing to peers' SE through QI work.
conclusionsOur results indicate that medical education is a fruitful environment for providing important lessons and tools for residents to work on and learn about their SE, likely benefiting their SE throughout their careers.
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