Pim W. Teunissen

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‘Yourself in all your forms’: A grounded theory exploration of identity safety in medical students

Justin L. Bullock, Javeed Sukhera, Amira Pino‐Jones, Timothy G. Dyster, more

Introduction Identity threats, such as stereotype threat and microaggressions, impair learning and erode well‐being. In contrast to identity threat, less is known about how learners experience feelings of safety regarding their identity. This exploratory study aims to develop a theory of identity safety in the clinical learning environment. Methods This multi‐institutional, qualitative interview...

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Trainees' perceptions of being allowed to fail in clinical training: A sense‐making model

Jennifer M. Klasen, Pim W. Teunissen, Erik Driessen, Lorelei A. Lingard

Medical Education > 57 > 5 > 430 - 439

Introduction Clinical supervisors allow trainees to fail during clinical situations when trainee learning outweighs concerns for patient safety. Trainees perceive failure as both educationally valuable and emotionally draining; however, the nuance of supervised failures has not been researched from the trainee perspective. This study explored trainees' awareness and their experience of failure and...

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A phenomenology of direct observation in residency: Is Miller's ‘does’ level observable?

Chris B. T. Rietmeijer, Suzanne C. M. Esch, Annette H. Blankenstein, Henriëtte E. Horst, more

Medical Education > 57 > 3 > 272 - 279

Introduction Guidelines on direct observation (DO) present DO as an assessment of Miller's ‘does’ level, that is, the learner's ability to function independently in clinical situations. The literature, however, indicates that residents may behave ‘inauthentically’ when observed. To minimise this ‘observer effect’, learners are encouraged to ‘do what they would normally do’ so that they can receive...

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Strangers in a strange land: The experience of physicians undergoing remediation

Gisèle Bourgeois‐Law, Glenn Regehr, Pim W. Teunissen, Lara Varpio

Medical Education > 56 > 6 > 670 - 679

Introduction The experience of remediation in practising physicians has not been widely studied. Remediatees frequently present negative emotions, but observers can only infer the underlying reasons behind these. Understanding remediatees' perspectives may help those mandating and organising remediation to structure the process in ways that improve the experience for all concerned parties and maximise...

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Longitudinal qualitative research in medical education: Time to conceptualise time

Dorene F. Balmer, Lara Varpio, Deirdre Bennett, Pim W. Teunissen

Medical Education > 55 > 11 > 1253 - 1260

Context Longitudinal qualitative research is an approach to research that entails generating qualitative data with the same participants over extended periods of time to understand their lived experiences as those experiences unfold. Knowing about dynamic lived experiences in medical education, that is, learning journeys with stops and starts, detours, transitions and reversals, enriches understanding...

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Contextual Competence: How residents develop competent performance in new settings

Pim W. Teunissen, Christopher J. Watling, Brett Schrewe, Sevinj Asgarova, more

Medical Education > 55 > 9 > 1100 - 1109

Introduction Medical education continues to diversify its settings. For postgraduate trainees, moving across diverse settings, especially community‐based rotations, can be challenging personally and professionally. Competent performance is embedded in context; as a result, trainees who move to new contexts are challenged to use their knowledge, skills and experience to adjust. What trainees need...

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Skeptical self‐regulation: Resident experiences of uncertainty about uncertainty

Jonathan S. Ilgen, Glenn Regehr, Pim W. Teunissen, Jonathan Sherbino, more

Medical Education > 55 > 6 > 749 - 757

Objectives Managing uncertainty is central to expert practice, yet how novice trainees navigate these moments is likely different than what has been described by experienced clinicians. Exploring trainees’ experiences with uncertainty could therefore help explicate the unique cues that they attend to, how they appraise their comfort in these moments and how they enact responses within the affordances...

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Students' social networks are diverse, dynamic and deliberate when transitioning to clinical training

Anique E. N. Atherley, Laura Nimmon, Pim W. Teunissen, Diana Dolmans, more

Medical Education > 55 > 3 > 376 - 386

Context Transitions in medical education are dynamic, emotional and complex yet, unavoidable. Relationships matter, especially in times of transition. Using qualitative, social network research methods, we explored social relationships and social support as medical students transitioned from pre‐clinical to clinical training. Methods Eight medical students completed a social network map during...

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‘I'm unworthy of being in this space’: The origins of shame in medical students

William E. Bynum, Lara Varpio, Janaka Lagoo, Pim W. Teunissen

Medical Education > 55 > 2 > 185 - 197

Objectives Shame results from a negative global self‐evaluation and can have devastating effects. Shame research has focused primarily on graduate medical education, yet medical students are also susceptible to its occurrence and negative effects. This study explores the development of shame in medical students by asking: how does shame originate in medical students? and what events trigger and factors...

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Warning bells: How clinicians leverage their discomfort to manage moments of uncertainty

Jonathan S. Ilgen, Pim W. Teunissen, Anique B. H. Bruin, Judith L. Bowen, more

Medical Education > 55 > 2 > 233 - 241

Objectives It remains unclear how medical educators can more effectively bridge the gap between trainees’ intolerance of uncertainty and the tolerance that experienced physicians demonstrate in practice. Exploring how experienced clinicians experience, appraise and respond to discomfort arising from uncertainty could provide new insights regarding the kinds of behaviours we are trying to help trainees...

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Educator, judge, public defender: Conflicting roles for remediators of practising physicians

Gisèle Bourgeois‐Law, Glenn Regehr, Pim W. Teunissen, Lara Varpio

Medical Education > 54 > 12 > 1171 - 1179

Context Practising physicians who remediate their peers face unique challenges. Recent research suggests that leaders of regulatory and educational institutions (ie, those who might be seen as responsible for overseeing remediation programmes for practising physicians) view remediation as a duality: education and regulation. Research has yet to study the perspectives of remediators; therefore, to...

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Learning in the workplace: Use of informal feedback cues in doctor‐patient communication

Carolin Sehlbach, Pim W. Teunissen, Erik W. Driessen, Sharon Mitchell, more

Medical Education > 54 > 9 > 811 - 820

Objectives We expect physicians to be lifelong learners. Participation in clinical practice is an important potential source of that learning. To support physicians in this process, a better understanding of how they learn in clinical practice is necessary. This study investigates how physicians recognise and use informal feedback from interactions with patients in outpatient settings as learning...

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A qualitative study on harmonization of postgraduate medical education in Europe: negotiating flexibility is key

Jessica E. Aa, Fedde Scheele, Angelique J. Goverde, Pim W. Teunissen

Perspectives on Medical Education > 2019 > 8 > 4 > 216-222

Introduction International harmonization of postgraduate medical education is gaining importance in the globalization of medical education. Harmonization is regarded as the establishment of common standards in education, while maintaining regional or local freedom to adapt training to contexts. During the development of a harmonized curriculum, tensions between standardization and contextualization...

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Beyond the struggles: a scoping review on the transition to undergraduate clinical training

Anique Atherley, Diana Dolmans, Wendy Hu, Iman Hegazi, more

Medical Education > 53 > 6 > 559 - 570

Context The transition to clinical training within medical school is often seen as a struggle and students remain in distress despite numerous efforts to minimise threats. Efforts to change this may be misdirected if they are based on narrow conceptualisations of transitions. The authors conducted a scoping review to explore existing conceptual perspectives regarding the transition within medical...

article

Good educators and orphans: the case of direct observation and feedback

Chris BT Rietmeijer, Pim W Teunissen

Medical Education > 53 > 5 > 421 - 423

article

Education or regulation? Exploring our underlying conceptualisations of remediation for practising physicians

Gisèle Bourgeois‐Law, Lara Varpio, Glenn Regehr, Pim W Teunissen

Medical Education > 53 > 3 > 276 - 284

Context The remediation of practising physicians is coming to the fore in several countries in response to increasing demands for physician accountability and quality improvement initiatives in health care. However, the profession continues to grapple with the concepts and processes of remediation, particularly for physicians in practice who struggle with performance issues related to clinical competence...

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Embracing standardisation and contextualisation in medical education

Joanna Bates, Brett Schrewe, Rachel H Ellaway, Pim W Teunissen, more

Medical Education > 53 > 1 > 15 - 24

Context The tensions that emerge between the universal and the local in a global world require continuous negotiation. However, in medical education, standardization and contextual diversity tend to operate as separate philosophies, with little attention to the interplay between them. Methods The authors synthesise the literature related to the intersections and resulting tensions between standardization...

article

An inconvenient discussion

Pim W Teunissen

Medical Education > 52 > 11 > 1104 - 1106

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Patterns of direct observation and their impact during residency: general practice supervisors’ views

Chris B T Rietmeijer, Daniëlle Huisman, Annette H Blankenstein, Henk Vries, more

Medical Education > 52 > 9 > 981 - 991

Context Direct observation (DO) of residents’ performance, despite the importance that is ascribed to it, does not readily fit in with the practice of postgraduate medical education (PGME); it is infrequent and the quality of observation may be poor in spite of ongoing efforts towards improvement. In recent literature, DO is mostly portrayed as a means to gather information on the performance of...

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Unravelling residents’ and supervisors’ workplace interactions: an intersubjectivity study

Francisco M Olmos‐Vega, Diana HJM Dolmans, Carlos Guzmán‐Quintero, Renée E Stalmeijer, more

Medical Education > 52 > 7 > 725 - 735

Context Successful engagement between residents and supervisors lies at the core of workplace learning, a process that is not exempt from challenge. Clinical encounters have unique learning potential as they offer opportunities to achieve a shared understanding between the resident and supervisor of how to accomplish a common goal. How residents and supervisors develop such a mutual understanding...

INFONA - science communication portal

Search results for: Pim W. Teunissen

‘Yourself in all your forms’: A grounded theory exploration of identity safety in medical students

Trainees' perceptions of being allowed to fail in clinical training: A sense‐making model

A phenomenology of direct observation in residency: Is Miller's ‘does’ level observable?

Strangers in a strange land: The experience of physicians undergoing remediation

Longitudinal qualitative research in medical education: Time to conceptualise time

Contextual Competence: How residents develop competent performance in new settings

Skeptical self‐regulation: Resident experiences of uncertainty about uncertainty

Students' social networks are diverse, dynamic and deliberate when transitioning to clinical training

‘I'm unworthy of being in this space’: The origins of shame in medical students

Warning bells: How clinicians leverage their discomfort to manage moments of uncertainty

Educator, judge, public defender: Conflicting roles for remediators of practising physicians

Learning in the workplace: Use of informal feedback cues in doctor‐patient communication

A qualitative study on harmonization of postgraduate medical education in Europe: negotiating flexibility is key

Beyond the struggles: a scoping review on the transition to undergraduate clinical training

Good educators and orphans: the case of direct observation and feedback

Education or regulation? Exploring our underlying conceptualisations of remediation for practising physicians

Embracing standardisation and contextualisation in medical education

An inconvenient discussion

Patterns of direct observation and their impact during residency: general practice supervisors’ views

Unravelling residents’ and supervisors’ workplace interactions: an intersubjectivity study

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