Intellectual Candor in Clinical Teaching: Exploring Medical Faculty and Trainee Perceptions of Credibility and Learning

• In Event: Emotional Support and Development in the Professions

Abstract

Medical education occurs in high-stakes clinical environments. It is not known how physician educators balance risks of patient care with responsibilities to teach. In this study, we explored faculty physicians’ candor about their uncertainties with trainees and how trainees receive this candor. We conducted interviews with 34 faculty and 19 trainees. We used a general qualitative approach with a constructivist orientation to analyze data. Our findings show that faculty disclose uncertainties regarding medical knowledge and skills but are hesitant to disclose uncertainty around emotional or sociopolitical topics. Trainees responded favorably to these disclosures, particularly when paired with a clear plan of action or teaching point. These findings offer insight for how medical educators can utilize candor to enhance learning.

Authors

• Sara Sani, University of California - San Francisco
  Presenting Author

• Sally Collins, University of California - San Francisco
  Non-Presenting Author

• Josette Rivera, University of California - San Francisco
  Non-Presenting Author

• Bridget Colleen O'Brien, University of California - San Francisco
  Non-Presenting Author