Personal Performance Worry: Surgical Faculty and Trainee Concerns in the Learning Environment

Authors

• A A. Pradarelli
• N Matusko
• J Burdine
• N Naughton
• K Kaliman
• D Hughes
• Felcia Ivascu, Corewell Health East
• T Thambi-Pillai
• J Ryckman
• S Cassaro
• M K. Johnson
• L Chang
• R Phitayakorn
• J Mullen
• M Alvarez-Downing
• G Sandhu

Document Type

Conference Proceeding

Publication Date

2-2024

Abstract

Introduction:  There is growing awareness of the influence a learning environment has on trainee well-being, with prior studies highlighting associations to workload/job demands, mistreatment and resident camaraderie, among others. The multiple roles faculty have as educators and ensuring their own professional development also contribute to a dual working-learning environment. This study sought to compare learning environment constructs as they relate to trainees and faculty.

Methods:  An electronic survey was distributed to surgical faculty and trainees at 8 institutions across the United States that were classified as university-based, community-based university-affiliated or community-based. The survey instrument included items pertaining to learning environment, psychological safety and professional fulfilment. Confirmatory factor analysis was used to assess whether the theoretical model fit the data.

Results: A total of 144 (27%) faculty and 131 (24%) trainees responded to the survey. There were similar response rates for senior, mid-level and junior faculty (33%, 34% and 33%, respectively). 30% (n=38) of the faculty identified as women and 69% (n=101) were at university-based programs. For trainees, post-graduate years (PGY) spanned from PGY-1 (22%, n=26) through PGY-8 (7.5%, n=2). 59% (n=72) of trainees identified as women and 62% (n=88) were at university-based programs.

The theoretical model of the learning environment (faculty and trainees) is illustrated in Figure 1. Each factor was significantly associated with the indicated measurement variables. Both models exhibited a good fit (Faculty fit statistics: RMSEA=0.05; SRMR=0.06; CFI=0.99; TLI=0.98. Resident fit statistics: RMSEA=0.07; SRMR=0.06; CFI=0.97; TLI=0.96). Personal performance worry was identified as a learning environment construct for both faculty [imposter (β=0.67, p< 0.001); resident performance worry (β=0.97, p< 0.001); colleague performance worry (β=0.96, p< 0.001)] and trainees [resident performance worry (β=0.89, p< 0.001); attending performance worry (β=0.85, p< 0.001)].

Conclusion: Several unique learning environment constructs were identified for surgical faculty (professional interactions, rapport/climate) vs surgical trainees (feedback, autonomy/independence, retaliation worry). Personal performance worry is a prominent construct for faculty and trainees, suggesting that trainees are not alone in concern for their own performance. Awareness of this overlapping construct may serve as a point of connection and discussion for faculty and trainees. Further investigation is needed to better understand the impact that personal performance worry has on the psychological safety and well-being of surgical faculty and trainees.

Recommended Citation

Pradarelli AA, Matusko N, Burdine J, Naughton N, Kaliman K, Hughes D, et al. [Ivascu F]. Personal performance worry: surgical faculty and trainee concerns in the learning environment. Presented at: 19th Annual Academic Surgical Congress; 2024 Feb 6-8; Washington, DC. Available from:https://www.asc-abstracts.org/abs2024/19-22-personal-performance-worry-surgical-faculty-and-trainee-concerns-in-the-learning-environment/

Comments

19th Annual Academic Surgical Congress, February 6-8, 2024, Washington, DC