Abstract：
OBJECTIVE: Pediatric residency programs prioritize clinical learning environment components depending on resource availability, institutional constraints and culture, and accreditation requirements. However, there is limited literature on the landscape of implementation and maturity of clinical learning environment components across programs nationally.
METHODS: We used Nordquist\'s clinical learning environment conceptual framework to craft a survey around the implementation and maturity of learning environment components. We performed a cross-sectional survey of all pediatric program directors enrolled in the Pediatric Resident Burnout-Resiliency Study Consortium.
RESULTS: Components with the highest implementation rates were resident retreats, in-person social events, and career development, while components least likely to be implemented were scribes, onsite childcare, and hidden curriculum topics. The most mature components were resident retreats, anonymous systems for reporting patient safety events, and faculty-resident mentoring programs, while the least mature components were use of scribes and formalized mentorship for trainees underrepresented in medicine. Learning environment components included in the Accreditation Council of Graduate Medical Education Program Requirements were significantly more likely to be implemented and mature than nonrequired components.
CONCLUSIONS: To our knowledge, this is the first study to use an iterative and expert process to provide extensive and granular data about learning environment components for pediatric residencies.
METHODS: We used Nordquist\'s clinical learning environment conceptual framework to craft a survey around the implementation and maturity of learning environment components. We performed a cross-sectional survey of all pediatric program directors enrolled in the Pediatric Resident Burnout-Resiliency Study Consortium.
RESULTS: Components with the highest implementation rates were resident retreats, in-person social events, and career development, while components least likely to be implemented were scribes, onsite childcare, and hidden curriculum topics. The most mature components were resident retreats, anonymous systems for reporting patient safety events, and faculty-resident mentoring programs, while the least mature components were use of scribes and formalized mentorship for trainees underrepresented in medicine. Learning environment components included in the Accreditation Council of Graduate Medical Education Program Requirements were significantly more likely to be implemented and mature than nonrequired components.
CONCLUSIONS: To our knowledge, this is the first study to use an iterative and expert process to provide extensive and granular data about learning environment components for pediatric residencies.
摘要：
背景：儿科住院医师计划根据资源可用性优先考虑临床学习环境组件，制度约束和文化，和认证要求。然而,在全国范围内，关于临床学习环境组件的实施和成熟度的文献有限。
方法：我们使用Nordquist的临床学习环境概念框架，围绕学习环境组件的实施和成熟度进行了调查。我们对儿科居民倦怠-弹性研究联盟中所有儿科项目主任进行了横断面调查。
结果：实施率最高的组成部分是居民务虚会，面对面的社交活动，和职业发展，虽然最不可能实现的组件是抄写员，现场儿童保育，和隐藏的课程主题。最成熟的组成部分是居民务虚会，用于报告患者安全事件的匿名系统，和教师驻地指导计划，而最不成熟的组成部分是使用抄写员和对医学中代表性不足的学员进行正式指导。研究生医学教育计划要求认证委员会中包含的学习环境组件比非必需组件更有可能实施和成熟。
结论：据我们所知，这是首次使用迭代和专家流程为儿科住院医师提供有关学习环境组件的广泛和精细数据的研究.
方法：我们使用Nordquist的临床学习环境概念框架，围绕学习环境组件的实施和成熟度进行了调查。我们对儿科居民倦怠-弹性研究联盟中所有儿科项目主任进行了横断面调查。
结果：实施率最高的组成部分是居民务虚会，面对面的社交活动，和职业发展，虽然最不可能实现的组件是抄写员，现场儿童保育，和隐藏的课程主题。最成熟的组成部分是居民务虚会，用于报告患者安全事件的匿名系统，和教师驻地指导计划，而最不成熟的组成部分是使用抄写员和对医学中代表性不足的学员进行正式指导。研究生医学教育计划要求认证委员会中包含的学习环境组件比非必需组件更有可能实施和成熟。
结论：据我们所知，这是首次使用迭代和专家流程为儿科住院医师提供有关学习环境组件的广泛和精细数据的研究.
