Assignment/exercise
Goldilocks and Entrustment: Finding the Amount of Learner Autonomy That's Just Right
MedEdPORTAL, Vol.16, 10987
Association of American Medical Colleges
10/13/2020
DOI: 10.15766/mep_2374-8265.10987
PMCID: PMC7566225
PMID: 33094155
Abstract
Introduction: Faculty and residents strive for appropriate autonomy and entrustment. Initial direct supervision of clinical care gradually shifts to increasing levels of resident independence over time. Faculty members are inconsistent in resident supervision leading to missed opportunities for resident independence. Methods: Family medicine faculty workshop participants completed teaching style self-evaluations prior to discussion of clinical examples with excessive or insufficient autonomy. Participants reviewed real resident feedback examples to increase insight into teaching styles. Participants were presented with cases to discuss varying degrees of resident autonomy and entrustment. Learners committed to one specific behavior to calibrate the degree of autonomy they provide. Results: Of the faculty, 113 members participated in the workshop with the majority (98%) finding the workshop relevant in helping them to identify strategies for reflecting on their degree of autonomy allowed and to look for appropriate situations for enhancing their resident entrustment. Discussion: This interactive workshop provided clear ways for addressing the issue of independence versus control in supervision of patient care. It provided a feedback mechanism for educators who provide too much or too little autonomy for the best resident learning. Additionally, this conversation encouraged participants to engage in self-reflection on the autonomy given to their resident.
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Educational Objectives
By the end of this activity, faculty participants will be able to:
1. Describe the potential impact of how the degree of autonomy and entrustment given to the resident physicians influences their view of faculty teaching.
2. Discern when greater/lesser autonomy is required for learning and patient safety by analyzing scenarios with excessive or insufficient autonomy granted to resident physicians.
3. Evaluate their own individual faculty personal teaching styles to recognize how they impact autonomy.
4. Apply at least one specific behavior to appropriately calibrate the degree of autonomy provided to resident physician in clinical situations.
Details
- Title: Subtitle
- Goldilocks and Entrustment: Finding the Amount of Learner Autonomy That's Just Right
- Creators
- Kelly Skelly - Roy J. and Lucille A. Carver College of MedicineParang Kim - University of IowaMarcy Rosenbaum - University of IowaJason Wilbur - University of Iowa
- Resource Type
- Assignment/exercise
- Publication Details
- MedEdPORTAL, Vol.16, 10987
- DOI
- 10.15766/mep_2374-8265.10987
- PMID
- 33094155
- PMCID
- PMC7566225
- NLM abbreviation
- MedEdPORTAL
- ISSN
- 2374-8265
- eISSN
- 2374-8265
- Publisher
- Association of American Medical Colleges
- Language
- English
- Date published
- 10/13/2020
- Academic Unit
- Family and Community Medicine; Office of Consultation and Research in Medical Education
- Record Identifier
- 9984297342602771
Metrics
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