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Working with registrars: a qualitative study of interns' perceptions and experiences
Christopher S Lack1, John A Cartmill
1Faculty of Medicine, University of Sydney, NSW, Australia.
The Medical Journal of Australia
|January 18, 2005
Summary
Interns find registrars helpful when they are approachable and willing to teach. Improving registrar behaviours like listening and avoiding condescension can enhance medical training and workplace learning.
Area of Science:
- Medical Education
- Clinical Mentorship
- Healthcare Professional Development
Background:
- Interns' working relationships and workplace learning are significantly influenced by the behavioural characteristics of registrars.
- Understanding these characteristics is crucial for optimizing the educational experience of junior doctors.
Purpose of the Study:
- To identify and explore the behavioural characteristics of registrars that interns perceive as helpful in their professional interactions.
- To assess the impact of registrar behaviours on interns' workplace learning and relationships.
Main Methods:
- Conducted semistructured interviews with 18 interns at Nepean Hospital, NSW, Australia.
- Data collected between December 2003 and February 2004, focusing on interns' perceptions of desirable and undesirable registrar behaviours.
Main Results:
- Interns reported generally positive opinions of registrars.
- Helpful registrar behaviours included approachability, availability, strong communication skills, and a willingness to teach.
- Detrimental behaviours comprised unwillingness to listen, unrealistic expectations, condescension, apathy, and rudeness.
Conclusions:
- Specific behavioural characteristics of registrars that benefit interns are identifiable.
- There is a clear need to enhance the quality of clinical mentoring provided by registrars.
- Implementing regular intern feedback and strategies to promote positive registrar behaviours are recommended next steps.