Burnout in Graduate Medical Education: Uncovering Resident Burnout Profiles Using Cluster Analysis.

Background: Burnout is common among residents and negatively impacts patient care and professional development. Residents vary in terms of their experience of burnout. Our objective was to employ cluster analysis, a statistical method of separating participants into discrete groups based on response patterns, to uncover resident burnout profiles using the exhaustion and engagement sub-scales of the Oldenburg Burnout Inventory (OLBI) in a cross-sectional, multispecialty survey of United States medical residents.

Residents' Ratings of Their Clinical Supervision and Their Self-Reported Medical Errors: Analysis of Data From 2009.

Background: Medical errors and patient safety are major concerns for the medical and medical education communities. Improving clinical supervision for residents is important in avoiding errors, yet little is known about how residents perceive the adequacy of their supervision and how this relates to medical errors and other education outcomes, such as learning and satisfaction.

Methods: We analyzed data from a 2009 survey of residents in 4 large specialties regarding the adequacy and quality of supervision they receive as well as associations with self-reported data on medical errors and residents' perceptions of their learning environment.

How Residents Say They Learn: A National, Multi-Specialty Survey of First- and Second-Year Residents.

Relatively little is known about how, from whom, and under what conditions residents say they most effectively learn. We examined the relationships between residents' self-reported ratings of 11 different sources of learning and a number of empirical variables, using a national, random sample of postgraduate year (PGY) 1 and PGY-2 residents in the 1998-1999 training year. Residents were surveyed by mail.

What do residents do when not working or sleeping? A multispecialty survey of 36 residency programs.

Purpose: To determine how residents spend their time when not working or sleeping, and to examine correlates of these outside activities.

Method: In 2009, the authors surveyed 36 internal medicine, surgery, pediatrics, and obstetrics-gynecology programs. Residents answered questions about their recently completed first and second residency years, including, "During your past year of residency, outside of working hours, about how often did you…," followed by 10 listed activities and a four-point rating scale (1 = "less than once a week"; 4 = "almost daily").

The ascent of Mt. Everest.

Earlier this Spring, I reread the account of the 1924 attempt of Mallory and Irvine to summit the highest mountain in the world, Mt. Everest. Apart from the recurring mystery of whether the English climbers actually achieved their goal before disappearing on the upper reaches of the mountain, what emerged for me were the many failed attempts (including two earlier ones of their own) before the summit was finally conquered by Sir Edmund Hillary and Tenzing Norgay in 1953.

How residents view their clinical supervision: a reanalysis of classic national survey data.

Background: Concerns over patient safety have made adequacy of clinical supervision an important component of care in teaching settings. Yet, few studies have examined residents' perceptions about the quality and adequacy of their supervision. We reanalyzed data from a survey conducted in 1999 to explore residents' perspectives on their supervision.

Interprofessional conflict and medical errors: results of a national multi-specialty survey of hospital residents in the US.

Clear communication is considered the sine qua non of effective teamwork. Breakdowns in communication resulting from interprofessional conflict are believed to potentiate errors in the care of patients, although there is little supportive empirical evidence. In 1999, we surveyed a national, multi-specialty sample of 6,106 residents (64.

Enhancing the informal curriculum of a medical school: a case study in organizational culture change.

Background: Calls for organizational culture change are audible in many health care discourses today, including those focused on medical education, patient safety, service quality, and translational research. In spite of many efforts, traditional "top-down" approaches to changing culture and relational patterns in organizations often disappoint.

Objective: In an effort to better align our informal curriculum with our formal competency-based curriculum, Indiana University School of Medicine (IUSM) initiated a school-wide culture change project using an alternative, participatory approach that built on the interests, strengths, and values of IUSM individuals and microsystems.

Sleep deprivation and fatigue in residency training: results of a national survey of first- and second-year residents.

Study Objectives: To examine the relationship between residents' self-reported sleep hours, work hours, and other empirical correlates.

Design: Using the American Medical Association's Graduate Medical Education database, a national, random sample of PGY (postgraduate year) 1 and PGY2 residents in the 1998-1999 training year was surveyed by mail.

Measurements And Results: Residents completed a 5-page survey with 44 questions requiring 144 separate responses about their residency experience.

A national survey of residents' self-reported work hours: thinking beyond specialty.

Purpose: To secure data from residents regarding residency work hours and correlates.

Method: A national, random sample of postgraduate year 1 (PGY1) and year 2 (PGY2) residents in the 1998-1999 training year was identified using the American Medical Association's Graduate Medical Education database. Residents completed a five-page survey with 44 questions and 144 separate data elements relating to their residency experience.