000169432 001__ 169432
000169432 005__ 20260227133540.0
000169432 0247_ $$2doi$$a10.1007/s40596-018-0981-8
000169432 0248_ $$2sideral$$a110899
000169432 037__ $$aART-2019-110899
000169432 041__ $$aeng
000169432 100__ $$aPérez-Álvarez, C.
000169432 245__ $$aResident Physicians as Patients: Perceptions of Residents and Their Teaching Physicians
000169432 260__ $$c2019
000169432 5203_ $$aObjective: This study aims to broaden understanding into the process by which resident physicians deal with illness and to identify areas for improvement regarding healthcare of residents and teaching physicians training to support them adequately.
Methods: A qualitative study of ten semi-structured interviews with residents who had suffered a serious illness and a focus group of teaching physicians were conducted. Analysis of the interview transcripts was performed using the grounded theory approach, with information divided into five categories: Differences between residents as patients and general patients; confidentiality; feelings and attitudes; learning from illness; and impact on work and training.
Results: There are differences between residents and the general population: In the initial stage, diagnosis is made promptly with preferential treatment shown by colleagues. Subsequently, the lack of clear guidelines can lead to poor follow-up. They accept a loss of confidentiality in the process. One of the most serious concerns felt by residents is the impact of their illness on their training as specialists, meaning that teaching physicians are charged with the important role of guaranteeing the resident’s proper recovery, return to work, and readaptation to the training program. Teaching physicians demand their own training be reinforced in these aspects.
Conclusion: There is a need to assess the great diversity observed in training-related decisions made by teaching physicians when residents fall ill. Given the differences observed, more research is required to improve the care provided to sick residents and particularly the teaching physicians training to handle them.
000169432 536__ $$9info:eu-repo/grantAgreement/ES/ISCIII PI18-00968
000169432 540__ $$9info:eu-repo/semantics/closedAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000169432 590__ $$a2.148$$b2019
000169432 591__ $$aPSYCHIATRY$$b64 / 140 = 0.457$$c2019$$dQ2$$eT2
000169432 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b75 / 263 = 0.285$$c2019$$dQ2$$eT1
000169432 592__ $$a0.566$$b2019
000169432 593__ $$aEducation$$c2019$$dQ2
000169432 593__ $$aPsychiatry and Mental Health$$c2019$$dQ2
000169432 593__ $$aMedicine (miscellaneous)$$c2019$$dQ2
000169432 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000169432 700__ $$aGallego-Royo, A.
000169432 700__ $$aMarco-Gómez, B.
000169432 700__ $$aMartínez-Boyero, T.
000169432 700__ $$0(orcid)0000-0002-9678-9688$$aAltisent, R.$$uUniversidad de Zaragoza
000169432 700__ $$0(orcid)0000-0002-7607-3199$$aDelgado-Marroquín, M.T.$$uUniversidad de Zaragoza
000169432 700__ $$0(orcid)0000-0002-3192-7672$$aAstier-Peña, M.P.$$uUniversidad de Zaragoza
000169432 7102_ $$11007$$2610$$aUniversidad de Zaragoza$$bDpto. Medicina, Psiqu. y Derm.$$cArea Medicina
000169432 773__ $$g43, 1 (2019), 67-70$$pAcad. psychiatry$$tACADEMIC PSYCHIATRY$$x1042-9670
000169432 8564_ $$s379871$$uhttps://zaguan.unizar.es/record/169432/files/texto_completo.pdf$$yVersión publicada
000169432 8564_ $$s2339102$$uhttps://zaguan.unizar.es/record/169432/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000169432 909CO $$ooai:zaguan.unizar.es:169432$$particulos$$pdriver
000169432 951__ $$a2026-02-27-12:35:31
000169432 980__ $$aARTICLE