Resident Identification of Significant Learning Experiences: A Qualitative Analysis

Area of Science:

• Medical Education
• Surgical Training
• Qualitative Research

Background:

• Practice-based learning is a required competency in residency programs.
• Structured reflection enhances resident learning experiences.
• This study explores resident-identified significant learning experiences.

Purpose of the Study:

• To assess the feasibility of a written reflection system for practice-based learning.
• To identify and categorize learning experiences significant to residents.
• To examine differences in learning focus between junior and senior residents.

Main Methods:

• Thoracic surgery residents submitted monthly written reflections on clinical learning.
• Grounded theory and qualitative analysis were used to categorize learning topics.
• Response frequencies were compared between senior and junior residents.

Main Results:

• 56 reflections from 7 residents yielded 113 learning points across 12 categories.
• Procedure choice was the most frequently reported learning category.
• Senior residents reported more learning points on procedure choice, timing, and preoperative phases.

Conclusions:

• Brief written reflection is a feasible method to foster practice-based learning.
• Faculty guidance, targeted questions, and modeling behavior can enhance resident learning.
• Understanding learning differences between resident levels informs educational strategies.