Abstract
Objectives
To explore pediatric residents’ perspectives on humanism and how residency impacts
humanism formation.
Methods
We conducted a qualitative study with pediatric resident focus groups at Stanford.
Transcripts were analyzed by two investigators using grounded theory. Subsequent literature
review led us to adapt Cruess et al. 2015′s professional identity formation framework
to describe development of a humanism identity in residency. Member check was done
to verify themes and the adapted framework.
Results
Thirty two pediatric residents participated. Five themes emerged: 1) Empathy, compassion,
and respect are foundational elements of humanism. 2) Each resident had a unique view
of humanism derived from personal values. 3) Residents felt that the terms excellence
and resilience (Gold Foundation IECARES model) did not fit with their own definitions.
4) Residents felt that humanism is a central part of their practice and training.
5) The demands, structure, and culture of residency were often in conflict with promoting
humanism in residents. Based on residents' perspectives, we modified the professional
identity formation and socialization conceptual framework proposed by Cruess et al.
2015 to reflect humanism identity formation during pediatrics residency. The new framework
emphasizes the increased power of the healthcare system and unconscious acquisition
on humanism formation in residency as compared to medical school.
Conclusions
Residents believe that humanism is a core part of practicing medicine and should be
reinforced during residency training. Cruess' professional identity and socialization
framework is a tool for a better understanding of the complexity of humanism development
in residency.
Keywords
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Article Info
Publication History
Published online: December 10, 2021
Accepted:
December 8,
2021
Received:
January 25,
2021
Footnotes
The authors have no conflicts of interest to report.
Identification
Copyright
Copyright © 2021 by Academic Pediatric Association
