Aim:
The objective of the present study was to define the expectations of the residents and faculty members from each other in the process of emergency medicine (EM) residency training.
Materials and Methods:
This is a descriptive and cross-sectional study of residents and faculty members who were affiliated with emergency departments throughout Turkey. The study was performed using a questionnaire including 50 questions. The first 9 questions were about demographic information, questions 10–17 were about the program’s training characteristics, questions 18–31 were about the faculty’s training competence, and questions 32–49 were about the faculty members' personal and social features. Questions 10–49 were Likert scale questions, and the last question (50) was open-ended.
Results:
Overall, 93 (24.2%) of the included participants were EM faculty members, whereas 291 (75.8%) were EM residents. There were significant differences between faculty members and residents in almost all questions. The three most common expectations of EM residents were “education/training should be more important than patient care,” “increasing practical training hours,” and “increasing bedside teaching.” On the other hand, the most common expectations of the faculty members were “being more enthusiastic to learn” and “more scientific literature reading.”
Conclusion:
Our results suggest that faculty members and residents have different expectations. In general, faculty members tended to view the program and themselves better than residents’ views.
Keywords: Emergency medicine residency, emergency medicine faculty, graduate medical education