Overview

There is a growing gap in expectations between trainees and medical educators around how medical training should be structured. Medical educators increasingly feel uncomfortable pointing out deficiencies or offering constructive feedback because they fear repercussions and being labeled as unsupportive of learner wellness. This expectation mismatch has become an increasing source of tension, contributing to burnout and mistrust on both sides, while creating many missed opportunities to optimize learner growth. Lisa Rosenbaum’s recent article in New England Journal of Medicine has highlighted and codified these current struggles, while also offering suggestions to medical educators empowering them to remind learners what it means to be a physician including accountability, not just to our patients but also to our profession. We borrow from Doug Lemov’s “Teach Like a Champion” the idea of “tacit accountability”, which is the notion that the healthiest environments expect regular delivery and update of feedback. The session will begin with a brief didactic followed by roleplay by the workshop faculty to highlight opportunities for identifying, naming, and discussing moments where it is quite necessary and important for the learner to experience the discomfort and struggle required for building competence in both clinical and nonclinical settings. We will then have small group breakouts exploring exemplar cases, followed by large group report out to facilitate discussion of strategies promoting accountability in these situations. 

Speakers

Hussain Khawaja, MD
Melissa McNeil, MD
Jennifer  Corbelli, MD
Anna Donovan, MD

Content Track

Faculty Development 

Audience

GME

Program Type

University-Based, Community-Based

Additional Information

Year Published: 2024 - APDIM Fall Meeting 2024