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Autonomy Versus Independence: Implications for Resident and Faculty Engagement, Performance, and Well-Being
Adam P Neufeld1, C Scott Rigby2
1University of Calgary, Cumming School of Medicine, Calgary, Canada.
HCA Healthcare Journal of Medicine
|July 17, 2024
Summary
Supporting learner autonomy in graduate medical education (GME) enhances well-being. Understanding autonomy as volition, not just independence, is key for medical educators to prevent resident burnout.
Area of Science:
- Medical Education
- Psychology
- Organizational Behavior
Background:
- Educational leaders supporting learner autonomy benefits both educators and learners.
- Graduate medical education (GME) emphasizes resident performance, evaluation, and development.
- Misunderstanding autonomy as mere independence can lead to negative outcomes.
Purpose of the Study:
- To clarify the distinction between autonomy and independence for GME faculty.
- To provide an evidence-based guide for medical educators.
- To translate theory into practice for improved resident well-being.
Main Methods:
- Literature review on autonomy and GME.
- Analysis of psychological definitions of autonomy.
- Development of practical examples for educators.
Main Results:
- Autonomy is a psychological need for volition and agency, not simply independence.
- Misinterpreting autonomy can exacerbate resident stress and burnout.
- Clear distinction supports effective autonomy-supportive strategies.
Conclusions:
- Educators must differentiate autonomy from independence to support residents.
- Implementing true autonomy support can mitigate burnout in GME.
- This guide offers practical strategies for fostering resident well-being.
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