View in EDS HTML Full Text PDF Full Text

Working in the dead of night: exploring the transition to after‐hours duty.

Saved in:
Bibliographic Details
Title: Working in the dead of night: exploring the transition to after‐hours duty.
Authors: Walzak, Alison, Butler, Deborah, Bates, Joanna, Farrell, Laura, Law, Sai Fai Bosco, Pratt, Daniel D
Source: Medical Education. Mar2019, Vol. 53 Issue 3, p296-305. 10p.
Subjects: Ability, Experiential learning, Hospital medical staff, Interviewing, Research methodology, Psychology of medical students, Social role, Students, Supervision of employees, Time, Work, Work environment, Training, Qualitative research
Abstract: Context: Transitions, although often difficult, represent integral components of medical training. New postgraduate trainees (first‐year residents) find themselves in an especially challenging transition as they are expected to fulfil both learning and service expectations concurrently. Workplace learning theory has been suggested as a lens through which to understand this unique educational, yet service‐oriented, role. This tension may be further amplified overnight when residents are on‐call with little to no support. Objectives: The aims of this study were to explore the transition from medical student to resident with respect to the on‐call experience, and to provide theory‐based suggestions to enhance learning during this unique transition. Methods: We conducted an interpretivist qualitative study by interviewing eight medical students and 10 first‐year residents from six different specialty training programmes across four academic sites. Each semi‐structured interview was transcribed verbatim and anonymised. Resident interview transcripts were initially coded for major themes, after which medical student interview transcripts were coded for consistencies and discrepancies. Results: Four interrelated themes were identified in students' and residents' descriptions of on‐call experiences: (i) shift in responsibility; (ii) supervisory support; (iii) contextual conditions, and (iv) clarity of expectations. Generally, students were not able to anticipate the challenges they would face as residents on‐call, and residents perceived the transition as sudden with little emphasis placed on learning. Conclusions: First‐year residents face multiple challenges during on‐call, which may prevent optimal learning in this setting. These challenges are amplified by the large gap between the respective roles of medical students and residents. We identified promoters of and barriers to effective learning in this environment and, by using workplace learning theory, provide recommendations for how we might be able to enhance medical students' preparation for and first‐year residents' learning during experiences of being on‐call. Workplace learning theory is used to provide insight into how to optimize the on‐call experience during the educational transition between medical school and residency. [ABSTRACT FROM AUTHOR]
Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 134737300
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Working in the dead of night: exploring the transition to after‐hours duty.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Walzak%2C+Alison%22">Walzak, Alison</searchLink><br /><searchLink fieldCode="AR" term="%22Butler%2C+Deborah%22">Butler, Deborah</searchLink><br /><searchLink fieldCode="AR" term="%22Bates%2C+Joanna%22">Bates, Joanna</searchLink><br /><searchLink fieldCode="AR" term="%22Farrell%2C+Laura%22">Farrell, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Law%2C+Sai+Fai+Bosco%22">Law, Sai Fai Bosco</searchLink><br /><searchLink fieldCode="AR" term="%22Pratt%2C+Daniel+D%22">Pratt, Daniel D</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Mar2019, Vol. 53 Issue 3, p296-305. 10p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Hospital+medical+staff%22">Hospital medical staff</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+medical+students%22">Psychology of medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+role%22">Social role</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision+of+employees%22">Supervision of employees</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink><br /><searchLink fieldCode="DE" term="%22Work%22">Work</searchLink><br /><searchLink fieldCode="DE" term="%22Work+environment%22">Work environment</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Context: Transitions, although often difficult, represent integral components of medical training. New postgraduate trainees (first‐year residents) find themselves in an especially challenging transition as they are expected to fulfil both learning and service expectations concurrently. Workplace learning theory has been suggested as a lens through which to understand this unique educational, yet service‐oriented, role. This tension may be further amplified overnight when residents are on‐call with little to no support. Objectives: The aims of this study were to explore the transition from medical student to resident with respect to the on‐call experience, and to provide theory‐based suggestions to enhance learning during this unique transition. Methods: We conducted an interpretivist qualitative study by interviewing eight medical students and 10 first‐year residents from six different specialty training programmes across four academic sites. Each semi‐structured interview was transcribed verbatim and anonymised. Resident interview transcripts were initially coded for major themes, after which medical student interview transcripts were coded for consistencies and discrepancies. Results: Four interrelated themes were identified in students' and residents' descriptions of on‐call experiences: (i) shift in responsibility; (ii) supervisory support; (iii) contextual conditions, and (iv) clarity of expectations. Generally, students were not able to anticipate the challenges they would face as residents on‐call, and residents perceived the transition as sudden with little emphasis placed on learning. Conclusions: First‐year residents face multiple challenges during on‐call, which may prevent optimal learning in this setting. These challenges are amplified by the large gap between the respective roles of medical students and residents. We identified promoters of and barriers to effective learning in this environment and, by using workplace learning theory, provide recommendations for how we might be able to enhance medical students' preparation for and first‐year residents' learning during experiences of being on‐call. Workplace learning theory is used to provide insight into how to optimize the on‐call experience during the educational transition between medical school and residency. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=134737300
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/medu.13762
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 296
    Subjects:
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Experiential learning
        Type: general
      – SubjectFull: Hospital medical staff
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Psychology of medical students
        Type: general
      – SubjectFull: Social role
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Supervision of employees
        Type: general
      – SubjectFull: Time
        Type: general
      – SubjectFull: Work
        Type: general
      – SubjectFull: Work environment
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Qualitative research
        Type: general
    Titles:
      – TitleFull: Working in the dead of night: exploring the transition to after‐hours duty.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Walzak, Alison
      – PersonEntity:
          Name:
            NameFull: Butler, Deborah
      – PersonEntity:
          Name:
            NameFull: Bates, Joanna
      – PersonEntity:
          Name:
            NameFull: Farrell, Laura
      – PersonEntity:
          Name:
            NameFull: Law, Sai Fai Bosco
      – PersonEntity:
          Name:
            NameFull: Pratt, Daniel D
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2019
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 03080110
          Numbering:
            – Type: volume
              Value: 53
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Medical Education
              Type: main
ResultId 1