In an effort to increase resident and medical student (hereafter "trainee") reporting of adverse events, trainees developed and led a monthly conference during which they reviewed adverse event reports (AERs), identified system vulnerabilities, and designed solutions to those vulnerabilities.
In the Trainee Network, 'trainee out-degree' was the number of connections a trainee reported regarding other trainees, grouped into tertiles.
In a skills-based example, an F1 trainee reported the use of the iDoc device (Smartphone library) in obtaining guidance for setting up a urinary catheter.
We distinguished between a reporting phase in which the trainee reported his/her actual diagnostic reasoning during the patient consultation, and an analysis phase in which both the supervisor and the trainee analysed the process of diagnostic reasoning.
There was generally good agreement between matched trainees and supervisors, with 1 significant exception in D1 (where the trainee reported ES as happening less than monthly, and their supervisor indicated it happened weekly).
For example, one trainee reported the intention to '…action more thorough medication reviews…' while another wrote about recognizing '… the importance of coding as a safety issue…' A further selection of learning needs and points are provided verbatim in Table 5.
This F1 trainee reported that: With the rest of the senior members busy, the iDoc was invaluable in giving me a working diagnosis of Stevens Johnson syndrome and suggesting a management plan and possible complications that I should be aware of….
For example, an F2 trainee reported how: The iDoc provided me with relevant information, so that I was able to articulate the urgency of the situation to the medical registrar so that this patient's management may be reviewed for escalation to ITU.
Trainees' reports are always signed by the supervising doctor and are not reflected in this table until deemed ready for independent endoscopy Two endoscopic diagnoses, oesophageal candidiasis and Kaposi's sarcoma (KS), are AIDS-defining diagnoses.
Trainees appreciated the formative aspects of the assessments, especially feedback, although not all trainees reported receiving useful feedback.
