Learning to manage: a qualitative exploration of how graduate medical trainees develop management reasoning

This study provides empirical evidence on how graduate medical trainees develop management reasoning along with actionable recommendations for educators to support this development. Findings highlight the need to intentionally design clinical environments to promote graduated autonomy and verbalization of reasoning by senior clinicians. Addressing identified barriers and maximizing supportive factors will help ensure that future clinicians can navigate the complexities of patient-centered management decisions.