Scheduled, cancelled, rescheduled: navigating educational supervision in residency training

Area of Science:

• Medical Education
• Residency Training
• Competency-Based Medical Education

Background:

• Educational supervision is crucial for medical resident development.
• Implementing competency-based medical education (CBME) impacts supervision dynamics.
• Understanding resident perspectives on supervision is essential.

Purpose of the Study:

• To explore medical residents' experiences with educational supervision.
• To investigate how residents engage with supervision in CBME.
• To identify challenges and facilitators of effective educational supervision.

Main Methods:

• Qualitative study using grounded theory principles.
• Electronically distributed questionnaire with open-ended questions.
• Analysis of 96 narrative responses from national residency training courses.

Main Results:

• Residents perceive benefits when supervision is well-organized and accessible.
• Significant challenges exist in accessing educational supervision (ES).
• Inadequate organization leads to residents expending extra effort for supervision meetings.

Conclusions:

• Integrated educational supervision enhances resident education.
• Poor organization shifts the burden to residents, creating undue stress.
• Further research needed on specialty-specific affordances and observational studies.