Defining service and education in residency: a scoping review of trainees’ and supervisors’ perceptions

Springer Science and Business Media LLC - Tập 1 - Trang 1-11 - 2022
Roi Anteby1,2, Robert D. Sinyard1, Emil Petrusa1, Paul A. Bain3, Adnan Alseidi4, Roy Phitayakorn1
1Department of Surgery, Massachusetts General Hospital, Boston, USA.
2Harvard School of Public Health, Harvard University, Boston, USA
3Countway Library, Harvard Medical School, Boston, USA
4Department of Surgery, University of California San Francisco, San Francisco, USA

Tóm tắt

Movement towards a competency-based resident physician training system has highlighted the importance of achieving the correct balance between educational and service activities in graduate medical education (GME). Reaching consensus on the definitions of the two concepts can advance efforts towards this goal. MEDLINE, Embase, and Web of Science databases were queried to conduct a scoping review for studies that explored perspectives on the definitions of service and education in US GME, from 2003 to 2021, according to PRISMA guidelines. The Medical Education Research Study Quality Instrument was used for quality assessment. Risk of bias was assessed using a tool designated for cross-sectional surveys of attitudes and practices. Out of 1441 unique studies, 8 studies met the inclusion criteria. These included six cross-sectional survey studies, half of them (n = 3) focused on surgery programs, and two qualitative studies. All 6 survey studies, comprising a total of 1222 residents and 285 attendings, reported considerable variability in the perceptions of education and clinical service definitions. Trainees tended to view clinical activities as more service-oriented, while program directors perceived them as more educational. Studies had moderate overall research quality and moderate to high levels of bias. Better alignment of the perceptions between education and service in residency is required through national consensus-reaching models before true competency-based education training systems can be fully developed. Future training standards should include resident perspectives and individual learning goals balanced with societal health needs.

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