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Having a Bad Day Is Not an Option: Learner Perspectives on Learner Handover.

Tammy Shaw1, Kori A LaDonna2, Karen E Hauer3

  • 1T. Shaw is assistant professor, Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges
|November 20, 2023
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Summary
This summary is machine-generated.

Learners often don't know about learner handover, but fear biased assessments and confidentiality breaches. Transparency in learner handover policies is crucial for effective medical education and learner well-being.

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Area of Science:

  • Medical Education
  • Competency-Based Medical Education
  • Learner Assessment

Background:

  • Learner handover facilitates information sharing between supervisors, supporting competency-based medical education.
  • Existing knowledge on learner handover primarily reflects faculty and institutional viewpoints.
  • The educational impact of learner handover requires further investigation, particularly from the learner's perspective.

Purpose of the Study:

  • To explore learner handover experiences and perceptions from the learner's viewpoint.
  • To understand how medical students and residents perceive the benefits and risks of learner handover.

Main Methods:

  • Constructivist grounded theory approach.
  • Twenty-nine semistructured interviews with medical students and residents.
  • Constant comparative analysis of interview data.

Main Results:

  • Learners were largely unaware of formal learner handover processes.
  • Learners acknowledged potential benefits for tailored education, entrustment, and patient safety.
  • Concerns included assessment bias, confidentiality breaches, gossip, unfair scrutiny, and pressure to perform.

Conclusions:

  • Learners recognize the rationale for handover but fear negative impacts on training and careers.
  • Transparent learner handover policies are needed to mitigate unintended consequences.
  • Enhancing awareness and transparency can ensure learner handover benefits educational goals and the learner-supervisor relationship.