• Fei Chen, Samuel T Belgique, Courtney Canter, Christy K Boscardin, Chelsea Willie, John D Mitchell, Kristina Sullivan, and Susan M Martinelli.
• Department of Anesthesiology, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, United States. Electronic address: fei_chen@med.unc.edu.
• J Clin Anesth. 2024 Aug 1; 95: 111429111429.

Study ObjectiveThis study aims to identify the domains that constitute behaviors perceived to be unprofessional in anesthesiology residency training programs.DesignQualitative study.SettingAnesthesiology residency training programs.PatientsNot applicable. The participants involved residents, fellows, and faculty members purposefully sampled in four US-based anesthesiology residency programs.InterventionsParticipants were asked to submit examples of unprofessional behavior they witnessed in anesthesiology residents, fellows, or faculty members via a Qualtrics link.MeasurementsNot applicable. The behavior examples were independently reviewed and categorized into themes using content analysis.Main ResultsA total of 116 vignettes were collected, resulting in a final list of 111 vignettes after excluding those that did not describe behavior exhibited by anesthesiology faculty or trainees. Fifty-eight vignettes pertained to unprofessional behaviors observed in faculty members and 53 were observed in trainees (residents and fellows). Nine unprofessionalism themes emerged in the analysis. The most common themes were VERBAL, SUPERVISION, QUALITY, ENGAGEMENT, and TIME. As to the distribution of role group (faculty versus trainee) by theme, unprofessional behaviors falling into the categories of BIAS, GOSSIP, LEWD, and VERBAL were observed more in faculty; whereas themes with unprofessional behavior primarily attributed to trainees included ENGAGEMENT, QUALITY, TIME, and SUPERVISION.ConclusionBy reviewing reported professionalism-related vignettes within residency training programs, we identified classification descriptors for defining unprofessional behavior specific to anesthesiology residency education. Findings from this study enrich the definition of professionalism as a multi-dimensional competency pertaining to anesthesiology graduate medical education. This framework may facilitate preventative intervention and timely remediation plans for unprofessional behavior in residents and faculty.Copyright © 2024 Elsevier Inc. All rights reserved.

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