Faculty and resident perspectives on ambulatory care education: A collective case study of family medicine, psychiatry, and surgery

Background: Ambulatory care (AC) experiences within medical education are garnering increasing attention. We sought to understand how faculty and residents’ describe their experiences of AC and ambulatory care education (ACEduc) within, between, and across disciplinary contexts. Methods: We designed...

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Autores principales:	Paula Veinot, William Lin, Nicole Woods, Stella Ng
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2017
Materias:	Ambulatory care qualitative research medical education faculty graduate medical education health care systems Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/7bfa936182a845d9bf2f06f84fd60b0e
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spelling	oai:doaj.org-article:7bfa936182a845d9bf2f06f84fd60b0e2021-12-03T17:53:44ZFaculty and resident perspectives on ambulatory care education: A collective case study of family medicine, psychiatry, and surgery10.36834/cmej.368731923-1202https://doaj.org/article/7bfa936182a845d9bf2f06f84fd60b0e2017-07-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/36873https://doaj.org/toc/1923-1202Background: Ambulatory care (AC) experiences within medical education are garnering increasing attention. We sought to understand how faculty and residents’ describe their experiences of AC and ambulatory care education (ACEduc) within, between, and across disciplinary contexts. Methods: We designed a Stakian collective case study, applying constructivist grounded theory analytic methods. Using purposive and snowball sampling, we interviewed 17 faculty and residents across three instrumental cases: family medicine, psychiatry, surgery. Through constant comparative analysis, we identified patterns within, between, and across cases. Results: Family medicine and psychiatry saw AC as an inherent part of continuous, longitudinal care; surgery equated AC with episodic experiences in clinic, differentiating it from operating. Across cases, faculty and residents cautiously valued ACEduc, and in particular, considered it important to develop non-medical expert competencies (e.g., communication). However, surgery residents described AC and ACEduc as less interesting and a lower priority than operating. Educational structures mediated these views. Conclusion: Differences between cases highlight a need for further study, as universal assumptions about ACEduc’s purposes and approaches may need to be tempered by situated, contextually-rich perspectives. How disciplinary culture, program structure, and systemic structure influence ACEduc warrant further consideration as does the educational potential for explicitly framing learners’ perspectives. Paula VeinotWilliam LinNicole WoodsStella NgCanadian Medical Education JournalarticleAmbulatory carequalitative researchmedical educationfacultygraduate medical educationhealth care systemsEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 8, Iss 3 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Ambulatory care qualitative research medical education faculty graduate medical education health care systems Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Ambulatory care qualitative research medical education faculty graduate medical education health care systems Education (General) L7-991 Medicine (General) R5-920 Paula Veinot William Lin Nicole Woods Stella Ng Faculty and resident perspectives on ambulatory care education: A collective case study of family medicine, psychiatry, and surgery
description	Background: Ambulatory care (AC) experiences within medical education are garnering increasing attention. We sought to understand how faculty and residents’ describe their experiences of AC and ambulatory care education (ACEduc) within, between, and across disciplinary contexts. Methods: We designed a Stakian collective case study, applying constructivist grounded theory analytic methods. Using purposive and snowball sampling, we interviewed 17 faculty and residents across three instrumental cases: family medicine, psychiatry, surgery. Through constant comparative analysis, we identified patterns within, between, and across cases. Results: Family medicine and psychiatry saw AC as an inherent part of continuous, longitudinal care; surgery equated AC with episodic experiences in clinic, differentiating it from operating. Across cases, faculty and residents cautiously valued ACEduc, and in particular, considered it important to develop non-medical expert competencies (e.g., communication). However, surgery residents described AC and ACEduc as less interesting and a lower priority than operating. Educational structures mediated these views. Conclusion: Differences between cases highlight a need for further study, as universal assumptions about ACEduc’s purposes and approaches may need to be tempered by situated, contextually-rich perspectives. How disciplinary culture, program structure, and systemic structure influence ACEduc warrant further consideration as does the educational potential for explicitly framing learners’ perspectives.
format	article
author	Paula Veinot William Lin Nicole Woods Stella Ng
author_facet	Paula Veinot William Lin Nicole Woods Stella Ng
author_sort	Paula Veinot
title	Faculty and resident perspectives on ambulatory care education: A collective case study of family medicine, psychiatry, and surgery
title_short	Faculty and resident perspectives on ambulatory care education: A collective case study of family medicine, psychiatry, and surgery
title_full	Faculty and resident perspectives on ambulatory care education: A collective case study of family medicine, psychiatry, and surgery
title_fullStr	Faculty and resident perspectives on ambulatory care education: A collective case study of family medicine, psychiatry, and surgery
title_full_unstemmed	Faculty and resident perspectives on ambulatory care education: A collective case study of family medicine, psychiatry, and surgery
title_sort	faculty and resident perspectives on ambulatory care education: a collective case study of family medicine, psychiatry, and surgery
publisher	Canadian Medical Education Journal
publishDate	2017
url	https://doaj.org/article/7bfa936182a845d9bf2f06f84fd60b0e
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Faculty and resident perspectives on ambulatory care education: A collective case study of family medicine, psychiatry, and surgery

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