Advocacy inquiry and circular questioning to maintain psychological safety in training, feedback, and conversations with residents
Training of emergency physicians through an emergency medicine residency program takes 5 years, that is, 3 years in junior residency and 2 years in senior residency. Throughout this period, residents will be exposed to a variety of educational methodologies and meet a spectrum of faculty, supervisor...
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| Format: | Journal Article |
| Language: | English |
| Published: |
2024
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| Online Access: | https://hdl.handle.net/10356/178402 |
| _version_ | 1826119254501490688 |
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| author | Fatimah Lateef |
| author2 | Lee Kong Chian School of Medicine (LKCMedicine) |
| author_facet | Lee Kong Chian School of Medicine (LKCMedicine) Fatimah Lateef |
| author_sort | Fatimah Lateef |
| collection | NTU |
| description | Training of emergency physicians through an emergency medicine residency program takes 5 years, that is, 3 years in junior residency and 2 years in senior residency. Throughout this period, residents will be exposed to a variety of educational methodologies and meet a spectrum of faculty, supervisors, and teachers, who will have different personalities, styles, and approaches to teaching and nurturing them. It is important to ensure the maintenance of psychological safety for these residents throughout their training journey and into the future years of practice s an emergency physician. Communications, interactions (which involve questioning), and presentations will be an important part of this training program. This article looks at two modes of questioning: advocacy inquiry and circular questioning, which can be applied as appropriate. These two methods are examples in which faculty may consider adopting in their many interactions, follow-up, feedback, tutorials, facilitation, partnerships, and counseling sessions with residents. These two techniques offer options to maintain psychological safety, which can facilitate learners sharing and opening up. It can be included in the faculty's armamentarium of questioning techniques and applied where applicable. |
| first_indexed | 2024-10-01T04:57:11Z |
| format | Journal Article |
| id | ntu-10356/178402 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T04:57:11Z |
| publishDate | 2024 |
| record_format | dspace |
| spelling | ntu-10356/1784022024-06-18T05:42:17Z Advocacy inquiry and circular questioning to maintain psychological safety in training, feedback, and conversations with residents Fatimah Lateef Lee Kong Chian School of Medicine (LKCMedicine) Singapore General Hospital SingHealth Duke-NUS Graduate Medical School Yong Loo Lin School of Medicine, NUS SingHealth Duke NUS Institute of Medical Simulation (SIMS) Duke NUS Global Health Institute Medicine, Health and Life Sciences Advocacy Emergency medicine Training of emergency physicians through an emergency medicine residency program takes 5 years, that is, 3 years in junior residency and 2 years in senior residency. Throughout this period, residents will be exposed to a variety of educational methodologies and meet a spectrum of faculty, supervisors, and teachers, who will have different personalities, styles, and approaches to teaching and nurturing them. It is important to ensure the maintenance of psychological safety for these residents throughout their training journey and into the future years of practice s an emergency physician. Communications, interactions (which involve questioning), and presentations will be an important part of this training program. This article looks at two modes of questioning: advocacy inquiry and circular questioning, which can be applied as appropriate. These two methods are examples in which faculty may consider adopting in their many interactions, follow-up, feedback, tutorials, facilitation, partnerships, and counseling sessions with residents. These two techniques offer options to maintain psychological safety, which can facilitate learners sharing and opening up. It can be included in the faculty's armamentarium of questioning techniques and applied where applicable. 2024-06-18T05:42:17Z 2024-06-18T05:42:17Z 2024 Journal Article Fatimah Lateef (2024). Advocacy inquiry and circular questioning to maintain psychological safety in training, feedback, and conversations with residents. Emergency and Critical Care Medicine, 4(1), 35-38. https://dx.doi.org/10.1097/EC9.0000000000000117 2097-0617 https://hdl.handle.net/10356/178402 10.1097/EC9.0000000000000117 2-s2.0-85186900569 1 4 35 38 en Emergency and Critical Care Medicine © 2024 The Author(s). Published by Wolters Kluwer Health, Inc. All rights reserved. |
| spellingShingle | Medicine, Health and Life Sciences Advocacy Emergency medicine Fatimah Lateef Advocacy inquiry and circular questioning to maintain psychological safety in training, feedback, and conversations with residents |
| title | Advocacy inquiry and circular questioning to maintain psychological safety in training, feedback, and conversations with residents |
| title_full | Advocacy inquiry and circular questioning to maintain psychological safety in training, feedback, and conversations with residents |
| title_fullStr | Advocacy inquiry and circular questioning to maintain psychological safety in training, feedback, and conversations with residents |
| title_full_unstemmed | Advocacy inquiry and circular questioning to maintain psychological safety in training, feedback, and conversations with residents |
| title_short | Advocacy inquiry and circular questioning to maintain psychological safety in training, feedback, and conversations with residents |
| title_sort | advocacy inquiry and circular questioning to maintain psychological safety in training feedback and conversations with residents |
| topic | Medicine, Health and Life Sciences Advocacy Emergency medicine |
| url | https://hdl.handle.net/10356/178402 |
| work_keys_str_mv | AT fatimahlateef advocacyinquiryandcircularquestioningtomaintainpsychologicalsafetyintrainingfeedbackandconversationswithresidents |