Submission ID 77784
| Code | OC-3-1 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Early Career Faculty - (Less than 7 years of practice) |
| Title | Dancing with Socrates: Signals Used by Residents to Indicate Receptivity to Questioning |
| Background/Purpose | Questioning has, since Socrates, been touted as an effective teaching technique in health professions education, but its use is controversial due to the risk of negative trainee experiences. While much has been written on the optimal methods of questioning, there remains an apparent disconnect between preceptors' intentions and how questioning is experienced. We explored if and how learners try to signal to their preceptors when questioning has gone from educationally valuable to 'pimping', along with learner perceptions regarding whether preceptors are able to identify those cues. |
| Methods | We conducted semi-structured interviews with 12 senior internal medicine residents to elicit their perspectives on how they try to signal their wishes to preceptors during questioning interactions. Our methodology was constructivist grounded theory and rigour was enhanced through iterative data collection and analysis, constant comparison, and theoretical sampling. |
| Results | Signalling was confirmed to be an important concept in resident-preceptor interactions because comfort with questioning was not universally positive or negative. Rather, participants signalled their openness to questioning in context-dependent ways influenced by a variety of factors. In addition to their own signaling, participants also recognized and responded to signals from their juniors, peers and attendings. |
| Discussion | With a better understanding of important contextual factors to consider before entering a questioning interaction, and a better ability to recognize encouraging and discouraging signals offered by residents in relation to situational factors, we hope that attending physicians will be better able to navigate these clinical teaching moments to optimize resident learning within a psychologically safe environment. |
| Keyword 1 | Socratic method |
| Keyword 2 | Questioning |
| Keyword 3 | Clinical teaching |
| Abstract content most relevant to: (check all that apply) | Residency Education |
| Abstract Track - First Choice | Teaching and learning |
| Teaching and Learning | Clinical Context |
| Authors | Katrina Dutkiewicz Katrina Dutkiewicz Kevin Eva Mark Goldszmidt |
