Specific resident behaviors perceived to maximize learning during residency: a thematic analysis

Pediatric residency facilitates new doctors’ development into pediatricians. Multiple educational theories inform what is known about how learning is achieved during residency training, yet specific strategies residents can employ to enhance their learning during residency are less well described. We aimed to explore resident, chief resident, fellow, and attending physician perceptions of resident behaviors that enhance learning during pediatric residency. We conducted focus groups with pediatric resident, chief resident, fellow, and attending physicians who supervise residents. We collected and analyzed data using an inductive approach to thematic analysis to identify key themes describing behaviors perceived to maximize a resident’s learning. Eight residents, 7 chief residents, 9 fellows, and 8 attending physicians participated in 8 focus groups from March 2020 through November 2021. Participants identified an array of behaviors pediatric residents employ that were perceived to enhance learning during clinical and non-clinical experiences. Two themes describe resident behaviors that promote learning through specific interactions with supervising physicians by encouraging the supervisor to [1] teach the resident more and [2] entrust the resident more, thereby allowing the resident to participate in experiences at her learning edge. A third theme describes resident behaviors that facilitate educational interactions with the learning environment. Proposing and questioning were identified as core behaviors and seeking to understand as a core mindset. Physicians of all training levels believe residents can influence their learning during residency by employing specific behaviors, and explicitly naming these behaviors may help residents mitigate some of the challenges they experience when transitioning to graduate medical education training programs.