This thesis seeks to understand what motivates residents’ decisions around managing fatigue both within and beyond the workplace learning environment. Using a constructivist grounded theory approach to qualitative research; fatigue is introduced as a social construct, beyond a strictly physical or emotional experience. Results suggest that fatigue in medical education is constructed as a personal challenge to be overcome, rather than an occupational safety hazard as in the aviation industry. The implications of this social construct are considered alongside existing proposed solutions to the problem of trainee fatigue, including work hour reform and fatigue management plans.
|Award date||29 Mar 2017|
|Place of Publication||Maastricht|
|Publication status||Published - 2017|
- social constructivism
- medical education