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Area of Science:

  • Medical Education
  • Workplace Learning
  • Self-Regulated Learning (SRL)

Background:

  • Workplace learning research highlights trainees' active roles.
  • Self-regulated learning (SRL) theories offer insights into workplace learning mechanisms.
  • Existing studies often list factors affecting learning rather than specific trainee regulation strategies.

Purpose of the Study:

  • To explore how residents navigate exposure to and performance of invasive procedures in intensive care units.
  • To inform the design of workplace learning interventions that better support self-regulated learning (SRL).

Main Methods:

  • Conducted post-call debriefs and semi-structured interviews with residents in two academic hospitals.
  • Utilized constant comparative methodology and abductive coding informed by SRL principles.

Main Results:

  • Identified specific mechanisms used by trainees: identifying, creating, avoiding, missing, and competing for opportunities.
  • Trainees distinguished and navigated learning trajectories, becoming attuned to task-relevant factors.
  • Learning behaviors were shaped by interactions with peers, supervisors, and interprofessional teams.

Conclusions:

  • Trainees employ distinct self-regulated learning (SRL) mechanisms to manage learning trajectories for invasive procedures.
  • Trainee learning is influenced by personal, behavioral, and environmental factors, as well as social interactions.
  • Explicitly defining learning trajectories can aid clinician teachers in supporting trainee development.