"I Just Need to Get Myself Supervised:" Exploring Transformative Learning in the Development of Professionalism among Physicians in the First Year of Graduate Medical Education.

Abstract

“I JUST NEED TO GET MYSELF SUPERVISED:” EXPLORING TRANSFORMATIVE LEARNING IN THE DEVELOPMENT OF PROFESSIONALISM AMONG PHYSICIANS IN THE FIRST YEAR OF GRADUATE MEDICAL EDUCATION By Elizabeth Paige Marlowe, M.Ed. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2016 Director: Teresa J. Carter, Ed.D. Associate Dean for Professional Instruction and Faculty Development Virginia Commonwealth University, School of Medicine Graduate Affiliate Faculty Virginia Commonwealth University, School of Education The study explored the learning experiences of first-year resident physicians during the first year of graduate medical education. The experiences of four intern physicians in the first year of residency training at an urban academic health system provided the site for the research. An exploratory case study research design was employed to examine the learning experiences of these new physicians. A qualitative approach was used to analyze data from interviews and ethnographic observations. The findings of this research study provide evidence surrounding how and what these physician trainees learned regarding professionalism during the first year of residency training. The findings indicate these first-year resident physicians experienced significant learning related to professionalism through incidental learning in the clinical environment, particularly from role models and the hidden curriculum. The interns learned both positive and negative professional behaviors from attending physicians. The findings illustrate the increases and decreases of confidence due to the development of clinical skills, increase in responsibilities, and