RESIDENT MOTIVATION
II.11. RESIDENT MOTIVATION
Success of the clinical training programme relies on the Resident undertaking self-directed study including determining and meeting deadlines (i.e. individual accountability). Difficulty completing the programme is expected to be encountered when the Resident has low initiative and/or is slow to accept responsibility. In contrast, pathways for advancing talented and/or experienced Residents before their recommended completion date need to be considered.
It is recommended that Supervisors document all lapsed deadlines and unacceptable behaviour. Serious concerns must be discussed with the Resident. If necessary, co-opt another party e.g. a mentor, Chief Physicist or National Programme Coordinator to participate in these discussions.
If a Supervisor has met the requirements of their position but the Resident continues not to achieve the required standard and/or goals, this may be due to a number of reasons. Strategies for addressing some of these issues are indicated in the table below.
TABLE II.1. RESIDENT MOTIVATION STRATEGIES
ISSUE STRATEGY IDEAS
A A new Resident has difficulty -Start with basics and increase the complexity as the Resident’s knowing where to start, what
level of understanding improves (if feasible). to do and how to put it
-Supervisor organises more one-on-one time to explain their together and therefore may
thought processes for troubleshooting.
struggle if thrown “in the deep end”. B Learning activities are
-Tailor learning activities to the learning style and maturity of the different to the learning style
resident if possible (e.g. visual learners).
of the Resident. -Explain expectations of self-directed learning to those Residents used to didactic learning. -Set shorter, more regular, deadlines for achievement of milestones.
C Assumed prior knowledge or -Start with more basic activities (if feasible). experience doesn’t exist. D Personal issues (relationship
-While in some cases a mentor can assist, these issues are often issues, mental or physical
best referred to the hospital/university counsellor or chief health problems, financial
physicist.
difficulties, remote from -Review and re-design the learning agreement to give the family, etc.),
Resident time to adjust to a new environment.
E Difficulties communicating -Write down each other’s perspectives and try to understand the
expectations between
other point of view.
supervisor and Resident -Ask the Resident to repeat instructions to determine if they have interpreted your instructions correctly. -Resident to work under another medical physicist (internal or external) for a period of time.
ISSUE STRATEGY IDEAS
F Resident has difficulties -Mock scenarios to practice appropriate communication styles communicating effectively
(for staff and patients).
with others in the Nuclear -Encourage participation in social activities which minimise Medicine Department.
isolation. -Resident to attend “Communication skills” courses including “Communicating with others” or “Conflict resolution” course if relevant.
G Resident shows lack of -Balance the positive and critical feedback carefully. initiative.
-Review and re-design the learning agreement to include shorter and more regular deadlines to achieve milestones. -Identify activities related to Resident’s value system to draw out enthusiasm. -Increase clinical interaction time to draw them away from their desk. -Open/honest discussion of expectations. -Allocate an area of responsibility to the Resident if they feel indifferent as they don’t have their own niche. (if appropriate) -Peer-support system with another Resident. -Formative assessment if feasible. Anxiety can be created from a lack of regular assessment or feedback.
H Not willing to work out of -Discuss conditions of employment and relevant issues (e.g.. hours
personal) if progress is behind schedule.
I Difficulties managing -Regular meetings with Resident to review the Resident’s work/
competing priorities
priorities. -Time management course.
J Difficulties with scientific -Explain expectations. thinking and is more suited to
-Start with basic scenarios and increase the complexity as their a technically-based
level of understanding improves (if feasible). profession
-Supervisor organises more one-on-one time to explain their thought processes for troubleshooting. -If unresolved, refer them to their mentor to review career options. -Stop the placement.
K Difficulties identifying -Supervisor, initially, identifies avenues for opportunistic learning
opportunistic learning as often such opportunities are one-off and not planned. This avenues.
should be for a limited period only. -Allow them to work with someone (engineer, medical physicist) for a period of time. -Increase clinical interaction time. -If appropriate, make them responsible for an item of equipment for a period of time.
II.11.1. If a Resident fails to meet required standards
Termination of the clinical training position should be considered if the Resident fails to meet the standards required in the programme following a period of supportive and corrective feedback and opportunity to improve. If this does occur, do not feel as though you have failed the Resident. . Rose and Best (2005) note “you don’t fail the Resident….the Resident fails the assessment. In a well-developed assessment system with clear expectations and criteria, adequate feedback for the student and opportunities for improvement, the student should have had every opportunity to achieve the desired standard”.
The department is responsible for the continuation of the employment of the Resident. Where progress of a Resident is unsatisfactory then the National Programme Coordinator should communicate with the employing department.