Browsing by Author "Fromke, Molli"

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    Patient Care Ownership in Radiology Residency: Insights from Structured Interviews of Residents and Faculty
    (2025-04-25) Fromke, Molli; Ahmadi, Tina; Gunderman, Peter
    Introduction/Background: In radiology residency and education globally, fostering a sense of ownership can be an undervalued metric of program success. Ownership drives individual achievement, enhances organizational outcomes, and contributes to improved patient care in medicine. Objective: To explore radiology residents' perceptions of ownership at the start of their postgraduate training, alongside faculty members’ perspectives, identify barriers and facilitators, and use these insights to develop targeted professional development activities. Methods: First-year radiology residents and faculty from the same department participated in 45-minute, semi-structured interviews focusing on participants' views of roles, ownership, and conflict responses. Five residents and five faculty were interviewed. Interviews were transcribed and coded using software. Analysis included three phases: open coding for initial perspectives, axial coding to condense codes into themes, and selective coding to identify theme frequency. Results: Residents' main conception of ownership was taking responsibility. Key factors promoting ownership included: 1) intrinsic motivation, 2) responsibility for patient outcomes, 3) integrity, and 4) patient relationships. Barriers included: 1) others assuming responsibility, 2) report criticism, 3) lack of program support, and 4) lack of confidence. Faculty viewed residents as primarily trainees, with a secondary role in supporting the service, while their own primary responsibility was managing the list and patient care. Faculty noted that residents develop ownership most significantly when challenged and uncomfortable, with a supportive environment enhancing this process. Faculty emphasized the importance of culture and attitudes in fostering the willingness to grow through discomfort. Conclusions: Residents shared similar definitions of ownership but varied in its role during training. External environment was their most significant barrier to ownership. Faculty agreed that the best way to develop ownership is to form a culture that normalizes discomfort and emphasizes its importance. These perspectives offer opportunities for programs to improve professional development and foster ownership.
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    "We don't know what we don't know" A Qualitative Study of Medical Student Perceptions of Student Affairs
    (2022-08-28) Fromke, Molli; Starr, Brooke; Haywood, Antwione; Walvoord, Emily; Longtin, Krista
    BACKGROUND/OBJECTIVE As one of the largest medical schools in the U.S. with nine regional campuses, Indiana University School of Medicine Office of Student Affairs (OSA) is designed to address students’ concerns and facilitate their personal and professional development (PPD). U.S. medical schools are evaluated on these areas using a nationally-normed graduation questionnaire of fourth-year students. This study used focus groups to better understand second-year students’ expectations, experiences, and ideas related to PPD programming and relationships with the OSA. METHODS All second-year medical students were invited to participate in a focus group in exchange for a modest meal and school-branded merchandise. The first and second author conducted seven, semi-structured focus groups (3-8 participants each) with a total of 39 students. Discussions were recorded and transcribed verbatim. Three authors used NVivo™ qualitative analysis software to perform inductive thematic analysis according to established methods. RESULTS Four themes were identified: 1. “It’s a Two-Way Street”: students expect accessibility to faculty who can affect change, and ongoing responsiveness about inquiries that have been submitted. 2. Proximally-Relevant Information: information students define as pertinent and ideas about communicating more effectively. 3. Guidance for the Future: students desire mentorship from individuals who truly understand physicians career paths. 4. In the Classroom and Beyond: students want relevant topics and formats for PPD. Participants also provided insights into existing, valuable programming. CONCLUSION/IMPACT Second-year medical students have specific needs for their development, including clinical experience, discussion of current events, and mentorship. Students expressed concern that opportunities for development are not comparable across all campuses. In their relationships with OSA, students desire easy access to voice inquiries and robust responsiveness about resolution. Results of this study can be used at institutions with a regional campus model to shape future programming for PPD and improve channels of communication with all students.