Understanding the Unfamiliar: An Interpretative Phenomenological Analysis of Pediatric Residents' Learning about...

Children with severe motor and intellectual disabilities (SMIDs) require complex care involving both technical skill and emotional presence. Pediatric residents often lack meaningful exposure to such patients, and little is known about how they make sense of these learning experiences.

We conducted a qualitative study using an interpretative phenomenological analysis to explore how pediatric residents experienced a three-month rotation at a facility for children with SMID in Japan. Four residents were interviewed twice during their rotations. Interviews were transcribed verbatim and analyzed through iterative coding and thematic development.

Three main themes emerged: (1) bewilderment at the unfamiliar and its overcoming, (2) confrontation with complex, ambiguous, and unstable medical conditions, and (3) psychological barriers to communication and their resolution. Initially, residents felt discomfort and emotional distance owing to unfamiliar devices, patients who were non-verbal, and the ambiguity of symptoms. However, through repeated contact, observational learning, and active participation in daily care, residents gradually developed intuitive judgment, comfort with uncertainty, and emotional connection. These experiences shifted their perceptions of children with SMID from passive and unknowable to responsive and relational. Residents also began to reconceptualize their role-not merely as problem-solvers but as care companions who tolerate ambiguity and foster connection.

Pediatric residents initially struggled with unfamiliarity and uncertainty in caring for children with SMID. However, sustained exposure and interprofessional learning fostered emotional growth, intuitive competence, and epistemic humility. Training programs should provide longitudinal, hands-on experiences with patients with SMID and support reflective learning to cultivate more compassionate and capable pediatricians.