Trainee Autonomy and Supervision in the Inpatient Clinical Learning Environment
Trainees and attendings agree that resident autonomy should be prioritized more than it currently is. Attendings, trainees and patients contribute to a complex dynamic between autonomy and supervision, further impacted by both interpersonal and institutional factors, in the inpatient clinical learning environment. Capturing complex interactions between individual factors that impact this dynamic is critical to understanding and optimization by both trainees and attending.
Authors
- Jessica Fuller
- Stephanie Rennke
- Sirisha Narayana
- Sneha Daya (ORCID: https://orcid.org/0000-0002-8866-5538)
- James D. Harrison (ORCID: https://orcid.org/0000-0002-7761-7039)
- Nancy Choi (ORCID: https://orcid.org/0000-0003-0880-716X)
- Stephanie Conner (ORCID: https://orcid.org/0000-0001-6095-762X)
- Peter Barish
Institutions
- San Francisco General Hospital (US)
- University of California, San Francisco (US)
- Georgetown University (US)
- Columbia University Irving Medical Center (US)
- MedStar Georgetown University Hospital (US)
- University of North Carolina Hospitals (US)
- Columbia University (US)
Publication Details
- Journal
- The Clinical Teacher
- Published
- 2024-12-22
- DOI
- https://doi.org/10.1111/tct.13844
- Citations
- 1
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 0.54
Funders
- National Institutes of Health
- University of California, San Francisco
- National Center for Advancing Translational Sciences