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Related Experiment Videos

Working with the "problem" resident: guidelines for definition and intervention

Y Steinert1, C Levitt

  • 1Herzl Family Practice Center, Sir Mortimer B. Davis Jewish General Hospital, Montreal, Quebec.

Family Medicine
|November 1, 1993
PubMed
Summary
This summary is machine-generated.

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This study offers a framework for clinical teachers to identify and address challenging resident behaviors. It emphasizes a systematic approach, considering resident, teacher, and system factors for effective interventions.

Area of Science:

  • Medical Education
  • Clinical Psychology

Background:

  • Clinical teachers frequently encounter residents with perceived knowledge deficits, attitudinal issues, or behavioral problems.
  • Identifying and addressing these difficulties is crucial for effective resident training and patient care.

Purpose of the Study:

  • To present a structured framework for clinical teachers to identify resident problems.
  • To outline evidence-based strategies for intervening in cases of difficult resident performance.

Main Methods:

  • The framework involves defining the troubling behavior, assessing contributing factors, and evaluating the problem's impact.
  • Confirmation includes assessing the resident's perception, life history, and strengths/weaknesses, alongside the teacher's self-assessment and peer input.
  • Intervention design focuses on goal setting, problem-solving strategies, documentation, and evaluation.

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Main Results:

  • A comprehensive approach is needed, considering resident, teacher, and systemic factors.
  • Resident involvement throughout the identification and intervention process is essential for success.

Conclusions:

  • Effective management of difficult residents requires a multi-faceted approach beyond solely focusing on the resident.
  • The proposed framework supports systematic problem identification and targeted interventions in medical education.