X+Why? A qualitative approach to understanding pediatric resident and faculty preferences for the X+Y scheduling change

Affiliations

Advocate Children's Hospital - Park Ridge

Abstract

Objective: Five residency training programs studied the implementation of a new X+Y scheduling model. Utilizing qualitative thematic analysis, we aim to understand why X+Y scheduling impacts faculty and resident perceptions of the residency experience.

Methods: Residents and faculty completed a multiple-choice question and free text response asking which scheduling system, X+Y versus traditional block schedule, was preferred and why yearly during three years of study. Using a constructivist paradigm, thematic analysis was utilized to analyze free text responses to identify themes.

Results: Five common themes emerged among faculty and residents: continuity, patient safety, focus, wellness, and education. Although most themes and subthemes reflected the positive effects of X+Y scheduling, some negative elements were uncovered, including how continuity of scheduling is viewed by faculty.

Conclusions: Residents and faculty shared common themes in their preference for X+Y scheduling, and these themes were consistent whether they viewed X+Y as a positive or negative change. As pediatric programs adjust schedules to align with accreditation requirements, understanding why X+Y scheduling impacts faculty and residents can assist with implementation.

Type

Article

PubMed ID

41380773

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