Purpose Diagnostic errors contribute to patient safety risks, often arising from cognitive failures in clinical reasoning. Preceptorship is thought to improve residents’ clinical reasoning. The aim of this study was to evaluate the effect of a preceptorship program on clinical reasoning among pediatric residents.
Methods This randomized controlled trial was conducted from March 2025 to May 2025 at Dr. Soetomo General Academic Hospital, Surabaya, Indonesia. All pediatric residents were randomly allocated into two groups. The intervention group received a scheduled preceptorship program, while the control group continued with standard supervision. After 8 weeks, clinical reasoning skills were assessed using the Script Concordance Test (SCT). Data were analyzed using comparation test. End-of-program questionnaires were also reported.
Results Total 41 residents completed the study. Baseline characteristics did not differ between groups (p>0.05). Mean overall SCT scores ranged from 55% to 90% of the maximum possible score. Among 14 topics, hematology & oncology was the only topic that showed a significant difference in SCT scores between the intervention group (median, 14.28; interquartile range [IQR], 12.78–15.08) and the control group (median, 12.75; IQR, 11.49–13.63). Participants reported that preceptorship made learning more structured and interactive but noted barriers including busy preceptor schedules and lack of standardized teaching materials.
Conclusion The preceptorship program resulted in a significant improvement in only one topic, which may reflect suboptimal implementation of the intervention. Despite this, participants reported positive perceptions, indicating good acceptability. More intensive and consistent preceptorship may be required to achieve measurable improvements in clinical reasoning.
Purpose To develop a culturally and locally validated and reliable questionnaire for clinical teacher evaluation containing constructs specific to the Thai resident learning context.
Methods We followed seven steps for developing questionnaires for educational research. We generated a list of good clinical teacher attributes from a literature review and focus groups. The Delphi procedure was employed to identify the desirable characteristics for residents, involving three stakeholder groups. The content validity index (CVI) of each item was calculated. The average CVI across the items was greater than 0.8, indicating an acceptable level of reliability. Residents then underwent cognitive interviews before pilot testing of the questionnaire. Construct validity was examined using exploratory factor analysis. Reliability was measured using Cronbach’s alpha analysis.
Results We identified 44 key clinical teacher characteristics through a literature review and focus groups. After two rounds of the Delphi procedure (35 panelists), 23 characteristics were selected. An initial 23-item questionnaire was developed with a high CVI score. A total of 216 completed questionnaires evaluating 36 clinical teachers were analyzed. Exploratory factor analysis yielded a two-factor model within a 20-item questionnaire. The clinical facilitator domain contained 14 items. The professional identity support domain included six items. Cronbach’s alpha of the model was 0.976.
Conclusion A clinical teacher evaluation questionnaire for Thai residents was developed with robust validity and reliability. This validated tool not only allows systematic assessment and improvement of clinical teaching but also provides a replicable framework for developing culturally adapted teacher evaluation instruments in other settings.
This scoping review aimed to systematically explore the complex and nuanced perceptions of residents entrusted with significant responsibilities by their supervisors in the clinical context. We conducted a comprehensive search strategy targeting six major electronic databases. Data were extracted using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist and a scoping review protocol. Resident perceptions regarding entrustment and its impact on learning and professional development were categorized. This review elucidated the role of supervisor entrustment in shaping residents’ clinical performance, notably influencing autonomy, self-confidence, responsibility for patients, learning needs and goals, uncertainty management, and professional identity formation. Residents identified factors that promote and hinder performance and entrustment development resulting from supervisor entrustment and distinguished between appropriate supervision and over- or under-supervision. Our review suggests that residents’ perceptions of supervisor entrustment, as bestowed by supervisors, serves as a catalyst for enhancing autonomy, thereby exerting a significant influence on clinical performance, and fostering the development of a professional identity. However, residents’ views on appropriate supervision differ in some ways from supervisors’ perspectives. Further research is needed to bridge the gap between residents’ expectations of autonomy and what they are given, and to explore the intricate relationship between autonomy and entrustment.
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PURPOSE This study was performed to evaluate the educational status of medical residents and to find factors that hinder resident education in Korea. METHODS: A survey questionnaire on educational status of residents in internal medicine was developed, and sent to three groups: (1) specialists in internal medicine who are involved in resident training, (2) specialists in internal medicine who are not involved in resident training, and (3) residents who are under training in internal medicine. RESULTS: The surveys revealed that the education to medical residents is mainly focused on delivery of knowledge of specialty.
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PURPOSE The role of graduate medical education(GME) has become more important at the flood of knowledge and technical development. The korean board system in general surgery has a short history and has been developed mostly by the executive authorities rather than by autonomous civil organizations which is the case in america and europe. The aim and curriculum of our residency education is not yet well established, so that there requires the need to evaluate and analyze the training system of other well-established countries.
METHODS The structures of residency education and their characteristics in U.S.A., England and Germany were reviewed from the literatures and internet sites in terms of aims and objects of learning during the training period. The korean system was compared to these characteristics.
RESULTS Comparing the residency training programmes of U.S.A., Germany and England to our system there found some characteristic points as following that would be recommendable to be adopted for the renewal of our training programme. 1) Autonomous civil organizations endeavor for the regulations of educational goal, requirements and their accreditation. 2) The understanding of basic sciences that provide the fundamental principles of surgery was emphasized during the education. 3) Modern surgical techniques as a part of minimal invasive surgery can be easily acquired during the training course. 4) Participation in emergency medicine and intensive medicine was almost mandatory. 5) Interdisciplinary training and effective rotation schedule were highly recommended. All these characteristics could be actively integrated into our education, if we elaborate more well-established educational goal and curriculum for the residentship.
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New start of surgical residents training: the first survey of program directors in Korea Sung Geun Kim BMC Medical Education.2019;[Epub] CrossRef
The purpose of this study was to explore the differentiation of common personality profiles and defense mechanisms between medicine and surgery resident groups. The authors evaluated the defense mechanisms of the residents by using Ewha Defense Mechanisms Test. The authors compared the defense mechanisms between two groups (medicine and surgery resident groups) who were training at SoonChunHyang University hospital in 1999.
First, There were significant differences in mean scores of the defense mechanisms ratings. For the surgery group, identification and show-off were significantly higher than in the medicine group. Secondly, the differences of defense mechanism ratings, which were divided by maturity level between the two groups, were significantly higher using neurotic defense of the surgery group. Thirdly, the authors compared the frequency of major defense mechanisms of the two groups. The surgery group used identification, show-off and sublimation as major defense mechanisms in higher frequency than the medicine group.
This result reflects on the fact that the surgery group has exact an apprentice discipline and dramatical therapeutic approach. The results seem to be useful in understanding the resident's optimal character for specific specialties that were selected by evaluating the differences of the common characteristics and coping mechanisms of each specialty group.
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