Do programme coordinators contribute to the professional development of residents? an exploratory study

Abstract

Abstract Background With the development of training programmes for health professions, the role of programme coordinators has become increasingly important. However, their role in providing educational support for the professional development of resident trainees has not been investigated well. This study aimed to qualitatively analyse the involvement of programme coordinators in educational support for residents. Methods Semi-structured reflective writing on ‘support for residents’ was collected from programme coordinators in teaching hospitals in Japan in 2017–18 using a web-based questionnaire. Descriptions were qualitatively analysed thematically, using the professional identity formation (PIF) framework. Results A total of 39 cases of “support for residents” by 31 coordinators were analysed. We found that residents most commonly faced prior personal problems, including mental health issues and insufficient social skills/unprofessional behaviour. A thematic analysis revealed that coordinators played a variety of educational roles: 1) requesting supervisors to reconsider their teaching; 2) protecting residents from the negative influence of clinical experiences; 3) facilitating residents’ self-assessment and confidence; 4) creating a safer learning environment; 5) providing support for prior personal problems through 5–1) fostering a better atmosphere for the mental health of residents, and 5–2) intervening for residents with insufficient social skills/unprofessional behaviour; 6) providing support for isolated residents; and 7) preventing problems with peers. Conclusions This study identified seven educational roles of programme coordinators for residents from a standpoint of PIF of residents. Based on these findings, four valuable attributes for coordinators were established: non-hierarchical relationships with residents, parenting attitudes, sensitivity to residents’ changes, and the perspective of the citizen and a member of the public. These attributes would underpin coordinators’ educational roles and facilitate the professional development of residents. This study provides a basis for defining and revising the role profiles of programme coordinators, and for improving staff development.

Keywords

• Programme coordinator
• Educational role
• Resident
• Professional identity formation