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Navigating the paradox: Exploring resident experiences of vulnerability
Heather Nichol1, Jennifer Turnnidge2, Nancy Dalgarno2,3
1Department of Physical Medicine and Rehabilitation, Queen's University, Ontario, Canada.
Medical Education
|May 17, 2024
Summary
Residents experience vulnerability as a paradox in postgraduate medical education, influenced by personal, interpersonal, and systemic factors. Understanding this paradox is key to fostering supportive learning environments.
Area of Science:
- Medical Education
- Psychology
- Sociology
Background:
- Postgraduate medical education (PGME) requires residents to be vulnerable, which can conflict with professional identity.
- Limited research exists on resident experiences of vulnerability in PGME.
Purpose of the Study:
- To explore residents' experiences of vulnerability in PGME.
- To identify factors influencing vulnerability and its outcomes in PGME.
Main Methods:
- Constructivist grounded theory approach.
- Individual semi-structured interviews with 15 residents across 10 specialties.
- Iterative coding and analysis of interview transcripts.
Main Results:
- Residents perceive vulnerability as a paradox, balancing being an authentic learner with appearing competent.
- Factors influencing vulnerability include intrapersonal, interpersonal, and systems-level elements.
- Social connections and the sociocultural context significantly shape the experience and outcomes of vulnerability.
Conclusions:
- Vulnerability in PGME is a complex paradox influenced by multiple factors.
- Insights can inform the creation of supportive learning environments that acknowledge both risks and benefits of vulnerability.
- Translating this understanding into systems-level change is crucial for supportive PGME environments.
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