Goldilocks and Entrustment: Finding the Amount of Learner Autonomy That's Just Right

Introduction Faculty and residents strive for appropriate autonomy and entrustment. Initial direct supervision of clinical care gradually shifts to increasing levels of resident independence over time. Faculty members are inconsistent in resident supervision leading to missed opportunities for resid...

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Autores principales:	Kelly Skelly, Parang Kim, Marcy Rosenbaum, Jason Wilbur
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Autonomy Professional Autonomy Entrustment Feedback Communication Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/773197b52a8e4a5bba37078830be5c3a
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spelling	oai:doaj.org-article:773197b52a8e4a5bba37078830be5c3a2021-11-19T14:48:45ZGoldilocks and Entrustment: Finding the Amount of Learner Autonomy That's Just Right10.15766/mep_2374-8265.109872374-8265https://doaj.org/article/773197b52a8e4a5bba37078830be5c3a2020-10-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10987https://doaj.org/toc/2374-8265Introduction Faculty and residents strive for appropriate autonomy and entrustment. Initial direct supervision of clinical care gradually shifts to increasing levels of resident independence over time. Faculty members are inconsistent in resident supervision leading to missed opportunities for resident independence. Methods Family medicine faculty workshop participants completed teaching style self-evaluations prior to discussion of clinical examples with excessive or insufficient autonomy. Participants reviewed real resident feedback examples to increase insight into teaching styles. Participants were presented with cases to discuss varying degrees of resident autonomy and entrustment. Learners committed to one specific behavior to calibrate the degree of autonomy they provide. Results Of the faculty, 113 members participated in the workshop with the majority (98%) finding the workshop relevant in helping them to identify strategies for reflecting on their degree of autonomy allowed and to look for appropriate situations for enhancing their resident entrustment. Discussion This interactive workshop provided clear ways for addressing the issue of independence versus control in supervision of patient care. It provided a feedback mechanism for educators who provide too much or too little autonomy for the best resident learning. Additionally, this conversation encouraged participants to engage in self-reflection on the autonomy given to their resident.Kelly SkellyParang KimMarcy RosenbaumJason WilburAssociation of American Medical CollegesarticleAutonomyProfessional AutonomyEntrustmentFeedbackCommunicationMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Autonomy Professional Autonomy Entrustment Feedback Communication Medicine (General) R5-920 Education L
spellingShingle	Autonomy Professional Autonomy Entrustment Feedback Communication Medicine (General) R5-920 Education L Kelly Skelly Parang Kim Marcy Rosenbaum Jason Wilbur Goldilocks and Entrustment: Finding the Amount of Learner Autonomy That's Just Right
description	Introduction Faculty and residents strive for appropriate autonomy and entrustment. Initial direct supervision of clinical care gradually shifts to increasing levels of resident independence over time. Faculty members are inconsistent in resident supervision leading to missed opportunities for resident independence. Methods Family medicine faculty workshop participants completed teaching style self-evaluations prior to discussion of clinical examples with excessive or insufficient autonomy. Participants reviewed real resident feedback examples to increase insight into teaching styles. Participants were presented with cases to discuss varying degrees of resident autonomy and entrustment. Learners committed to one specific behavior to calibrate the degree of autonomy they provide. Results Of the faculty, 113 members participated in the workshop with the majority (98%) finding the workshop relevant in helping them to identify strategies for reflecting on their degree of autonomy allowed and to look for appropriate situations for enhancing their resident entrustment. Discussion This interactive workshop provided clear ways for addressing the issue of independence versus control in supervision of patient care. It provided a feedback mechanism for educators who provide too much or too little autonomy for the best resident learning. Additionally, this conversation encouraged participants to engage in self-reflection on the autonomy given to their resident.
format	article
author	Kelly Skelly Parang Kim Marcy Rosenbaum Jason Wilbur
author_facet	Kelly Skelly Parang Kim Marcy Rosenbaum Jason Wilbur
author_sort	Kelly Skelly
title	Goldilocks and Entrustment: Finding the Amount of Learner Autonomy That's Just Right
title_short	Goldilocks and Entrustment: Finding the Amount of Learner Autonomy That's Just Right
title_full	Goldilocks and Entrustment: Finding the Amount of Learner Autonomy That's Just Right
title_fullStr	Goldilocks and Entrustment: Finding the Amount of Learner Autonomy That's Just Right
title_full_unstemmed	Goldilocks and Entrustment: Finding the Amount of Learner Autonomy That's Just Right
title_sort	goldilocks and entrustment: finding the amount of learner autonomy that's just right
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/773197b52a8e4a5bba37078830be5c3a
work_keys_str_mv	AT kellyskelly goldilocksandentrustmentfindingtheamountoflearnerautonomythatsjustright AT parangkim goldilocksandentrustmentfindingtheamountoflearnerautonomythatsjustright AT marcyrosenbaum goldilocksandentrustmentfindingtheamountoflearnerautonomythatsjustright AT jasonwilbur goldilocksandentrustmentfindingtheamountoflearnerautonomythatsjustright
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Goldilocks and Entrustment: Finding the Amount of Learner Autonomy That's Just Right

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