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• Titulo Artículo: Attending physician variability: a model of four supervisory styles
• Resumen: Purpose: There is wide variability in how attending physician roles on teaching teams, including patient care and trainee learning, are enacted. This study sought to better understand variability by considering how different attendings configured and rationalized direct patient care, trainee oversight, and teaching activities. Method: Constructivist grounded theory guided iterative data collection and analyses. Data were interviews with 24 attending physicians from two academic centers in Ontario, Canada, in 2012. During interviews, participants heard a hypothetical presentation and reflected on it as though it were presented to their team during a typical admission case review. Results: Four supervisory styles were identified: direct care, empowerment, mixed practice, and minimalist. Driven by concerns for patient safety, direct care involves delegating minimal patient care responsibility to trainees. Focused on supporting trainees' progressive independence, empowerment uses teaching and oversight strategies to ensure quality of care. In mixed practice, patient care is privileged over teaching and is adjusted on the basis of trainee competence and contextual features such as patient volume. Minimalist style involves a high degree of trust in senior residents, delegating most patient care, and teaching to them. Attendings rarely discussed their styles with the team.
• Autores: Lisa Faden, Tim Dornan, Jeroen van Merriënboer, Georges Bordage, Lorelei Lingard, Mark Goldszmidt , .
• Titulo Revista: Academic medicine : journal of the Association of American Medical Colleges., .
• Numero: 11
• Volumen:90
• Fecha de publicación: 2015.
• Base de Datos Bibliográfica: Biblioteca Virtual en Salud(BVS) , .
• Suplemento:
• Idioma: Inglés
• Página Inicial: 1541 Página Final: 1546
• ISBN: 1938-808X

• Título Biblioteca Virtual en Salud(BVS) : Attending physician variability: a model of four supervisory styles
• Resumen: Purpose: There is wide variability in how attending physician roles on teaching teams, including patient care and trainee learning, are enacted. This study sought to better understand variability by considering how different attendings configured and rationalized direct patient care, trainee oversight, and teaching activities. Method: Constructivist grounded theory guided iterative data collection and analyses. Data were interviews with 24 attending physicians from two academic centers in Ontario, Canada, in 2012. During interviews, participants heard a hypothetical presentation and reflected on it as though it were presented to their team during a typical admission case review. Results: Four supervisory styles were identified: direct care, empowerment, mixed practice, and minimalist. Driven by concerns for patient safety, direct care involves delegating minimal patient care responsibility to trainees. Focused on supporting trainees' progressive independence, empowerment uses teaching and oversight strategies to ensure quality of care. In mixed practice, patient care is privileged over teaching and is adjusted on the basis of trainee competence and contextual features such as patient volume. Minimalist style involves a high degree of trust in senior residents, delegating most patient care, and teaching to them. Attendings rarely discussed their styles with the team.
• Autores : Lisa Faden; Tim Dornan; Jeroen van Merriënboer; Georges Bordage; Lorelei Lingard; Mark Goldszmidt ;
• Autor corporativo: Academic medicine : journal of the Association of American Medical Colleges.,
• Fecha de publicación: 2015.
• Tipo : Biblioteca Virtual en Salud(BVS) .
• Idioma: Inglés

• Título Biblioteca Virtual en Salud(BVS) : Attending physician variability: a model of four supervisory styles
• Resumen: Purpose: There is wide variability in how attending physician roles on teaching teams, including patient care and trainee learning, are enacted. This study sought to better understand variability by considering how different attendings configured and rationalized direct patient care, trainee oversight, and teaching activities. Method: Constructivist grounded theory guided iterative data collection and analyses. Data were interviews with 24 attending physicians from two academic centers in Ontario, Canada, in 2012. During interviews, participants heard a hypothetical presentation and reflected on it as though it were presented to their team during a typical admission case review. Results: Four supervisory styles were identified: direct care, empowerment, mixed practice, and minimalist. Driven by concerns for patient safety, direct care involves delegating minimal patient care responsibility to trainees. Focused on supporting trainees' progressive independence, empowerment uses teaching and oversight strategies to ensure quality of care. In mixed practice, patient care is privileged over teaching and is adjusted on the basis of trainee competence and contextual features such as patient volume. Minimalist style involves a high degree of trust in senior residents, delegating most patient care, and teaching to them. Attendings rarely discussed their styles with the team.
• Autores : Lisa Faden; Tim Dornan; Jeroen van Merriënboer; Georges Bordage; Lorelei Lingard; Mark Goldszmidt ;
• Autor corporativo: Academic medicine : journal of the Association of American Medical Colleges.,
• Fecha de publicación: 2015.
• Paginas: 1541.
• ISBN: 1938-808X .
• Idioma: Inglés

• Titulo Artículo: Attending physician variability: a model of four supervisory styles
• Resumen: Purpose: There is wide variability in how attending physician roles on teaching teams, including patient care and trainee learning, are enacted. This study sought to better understand variability by considering how different attendings configured and rationalized direct patient care, trainee oversight, and teaching activities. Method: Constructivist grounded theory guided iterative data collection and analyses. Data were interviews with 24 attending physicians from two academic centers in Ontario, Canada, in 2012. During interviews, participants heard a hypothetical presentation and reflected on it as though it were presented to their team during a typical admission case review. Results: Four supervisory styles were identified: direct care, empowerment, mixed practice, and minimalist. Driven by concerns for patient safety, direct care involves delegating minimal patient care responsibility to trainees. Focused on supporting trainees' progressive independence, empowerment uses teaching and oversight strategies to ensure quality of care. In mixed practice, patient care is privileged over teaching and is adjusted on the basis of trainee competence and contextual features such as patient volume. Minimalist style involves a high degree of trust in senior residents, delegating most patient care, and teaching to them. Attendings rarely discussed their styles with the team.
• Fecha de publicación: 2015.
• Autor corporativo: Academic medicine : journal of the Association of American Medical Colleges., .
• Idioma: Inglés

Palabras claves:

• Educación médica
• Teaching teams
• Residentes medicos
• Teaching activities

Público objetivo:

• Docentes
• Investigadores
• Educadores Medicos
• Evaluadores