Health care management review · 2026
From scut work to strategy: Why and how resident doctors can use cognitive crafting to stay in training.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Wang Wen, Weisman Hannah, Steed Helen
Аннотация
BACKGROUND: Across the globe, resident doctors, physicians in postgraduate training to become specialists, report high dissatisfaction, with many considering leaving training. A key driver is the growing burden of scut work- "mundane tasks" including repetitive administrative and routine clinical work, driven by legislation, staffing shortages, and workplace inefficiencies.
PURPOSE: This study examines why and how cognitive crafting, thinking about mundane tasks as valuable for one's development as a doctor, may support retention in medical training.
METHODOLOGY: Using survey data from 270 resident doctors in the United Kingdom, we tested hypotheses proposing that perceived job-role alignment and career progression self-efficacy mediate the negative relationship between understanding the value of mundane tasks and intentions to leave training. A supplemental analysis of 35 qualitative interviews further illuminated the mechanisms underlying these results.
RESULTS: The significant negative association between understanding the value of mundane tasks and intentions to leave training was fully mediated by perceived job-role alignment, as well as by a sequential pathway operating through perceived job-role alignment and then career progression self-efficacy. Qualitative findings suggest that doctors can view mundane tasks as valuable opportunities for relationship-building, socialization, and learning.
CONCLUSION: Our findings indicate that cognitive crafting may support resident doctors' retention by enhancing perceived job-role alignment and career progression self-efficacy.
PRACTICE IMPLICATIONS: Training programs could explicitly frame routine tasks as integral to professional development and support resident doctors in cognitively reframing them as meaningful work.
PURPOSE: This study examines why and how cognitive crafting, thinking about mundane tasks as valuable for one's development as a doctor, may support retention in medical training.
METHODOLOGY: Using survey data from 270 resident doctors in the United Kingdom, we tested hypotheses proposing that perceived job-role alignment and career progression self-efficacy mediate the negative relationship between understanding the value of mundane tasks and intentions to leave training. A supplemental analysis of 35 qualitative interviews further illuminated the mechanisms underlying these results.
RESULTS: The significant negative association between understanding the value of mundane tasks and intentions to leave training was fully mediated by perceived job-role alignment, as well as by a sequential pathway operating through perceived job-role alignment and then career progression self-efficacy. Qualitative findings suggest that doctors can view mundane tasks as valuable opportunities for relationship-building, socialization, and learning.
CONCLUSION: Our findings indicate that cognitive crafting may support resident doctors' retention by enhancing perceived job-role alignment and career progression self-efficacy.
PRACTICE IMPLICATIONS: Training programs could explicitly frame routine tasks as integral to professional development and support resident doctors in cognitively reframing them as meaningful work.