X+Why? A Qualitative Approach to Understanding Pediatric Resident and Faculty Preferences for the X+Y Scheduling Change.

OBJECTIVE

Five residency training programs studied the implementation of a new X+Y scheduling model. Utilizing qualitative thematic analysis, we aim to understand why X+Y scheduling impacts faculty and resident perceptions of the residency experience.

METHODS

Residents and faculty completed a multiple-choice question and free-text response asking which scheduling system, X+Y versus traditional block schedule, was preferred and why yearly during 3 years of study. Using a constructivist paradigm, thematic analysis was utilized to analyze free-text responses to identify themes.

RESULTS

Five common themes emerged among faculty and residents: continuity, patient safety, focus, wellness, and education. Although most themes and subthemes reflected the positive effects of X+Y scheduling, some negative elements were uncovered, including how continuity of scheduling is viewed by faculty.

CONCLUSIONS

Residents and faculty shared common themes in their preference for X+Y scheduling, and these themes were consistent whether they viewed X+Y as a positive or negative change. As pediatric programs adjust schedules to align with accreditation requirements, understanding why X+Y scheduling impacts faculty and residents can assist with implementation.