Senior-Year Clinical Trainees' Perceptions of a Clinical Entrustment Scale in an Academic Veterinary Medical Center.

Abstract

Researchers explored senior/clinical year veterinary trainees' perceptions of the Goal Oriented Learner Driven-Entrustment (GOLD-E) scale. Researchers recruited trainees from on-campus clinical service rotations to explore the following questions: (a) How do trainees regard the feedback the GOLD-E tool provides? (b) How do trainees enter into the clinical feedback relationship? (c) How does the GOLD-E tool create opportunities for trainees to engage authentically with themselves and with clinical coaches (i.e., clinicians, technicians, interns, and house officers)? Clinical year trainees completed the GOLD-E form with clinical coaches during the 2018-2019 academic year. Data collection included both quantitative and qualitative methods using bi-weekly surveys and focus groups. Findings point to the need for thoughtful integration of feedback and coaching when assessing practice using EPAs; better understanding of the role coaches play in the everyday expectations and practices of learning to become a practicing veterinarian; and realization of trainees' uncertainty concerning their role in the coaching relationship, the learning process, and when asking for feedback. These findings connect with the first article in this series and further emphasize that culture change requires significant time and effort. Moreover, there needs to be careful consideration of organizational structures to effectively implement change.