Presenter:
Nuha Alomar
Authors:
N. Alomar, C. Shuler, R. Tarzemany, H. von Bergmann
Poster Abstract:
Background
Periodontics residency programs are postgraduate dental programs that prepare dentists to effectively manage advanced periodontal diseases and perform a wide range of oral surgical procedures to ensure periodontal health. There is a noticeable research gap when it comes to the level of autonomy given to residents when performing oral surgical procedures during their residency education. The purpose of this study was to formulate a theoretical framework that explains supervision and autonomy in periodontics residency programs.
Method
A grounded theory approach utilizing interviews as a data collection tool was employed. The participants involved in the research consisted of clinical instructors and residents who were part of the periodontics residency program at the University of British Columbia. The interviews were conducted using a semi-structured guide to explore the participants’ perceptions and experiences on clinical supervision. Analysis of the transcripts from the audio recordings of the interviews was conducted following the grounded theory approach. This approach entails the identification of concepts and categories, as well as a core category that connects them through a meticulous, iterative coding procedure. The outcome is a substantive theory that clarifies the phenomena under study.
Results
The study sample comprised thirteen participants, with seven being clinical instructors and six periodontics residents. Upon analyzing how participants express their opinions on supervision in the periodontics clinic, the core concept of ‘Securing Autonomy’ emerged within the substantive theory. The instructors expect that residents can exercise autonomy based on their experiences (justified autonomy). The theory elucidates the process through which instructors facilitate resident autonomy, involving approving, ensuring, and assessing at specific phases. The instructors validate the residents’ competence through diverse forms of interactions prior to a designated procedure. Subsequently, they supervise the residents during the procedure, ensuring its efficient, safe, and timely completion through direct or indirect supervision. Following this, instructors evaluate the residents’ performance under the granted autonomy, influencing subsequent expectations and task assignments. The theory further delineates the contextual factors influencing this process, emphasizing adaptations in response to changing conditions and strategies employed by participants to maintain its progression.
Conclusion
Residents enrolled in the periodontics specialty program at UBC encounter elevated levels of autonomy that are contextually justified, secured during supervision, and enhanced with time. This theoretical framework offers valuable insights into the autonomy experienced in the periodontics program at UBC, aiding in the improvement of academic achievements by identifying areas requiring enhancement to promote optimal autonomy. Future research endeavors should involve evaluating the generated concepts and testing the theory in other periodontics programs.
Key words: Resident autonomy, supervision, grounded theory, periodontics specialty programs.
