In a groundbreaking study published in the Journal of General Internal Medicine, researchers Santhosh, Berman, and Thomas explore a transformative approach to a pervasive issue in medical training—the challenge of back-up and jeopardy systems for both trainees and faculty. The authors advocate for a shift from the individualistic mindset traditionally predominant in medical education to a more collectivist perspective. This pivotal transition not only promises to foster collaboration and support among medical professionals but also aims to enhance the quality of training and patient care.
The paper highlights the inherent flaws in existing systems that often pit trainees and faculty against one another, leading to an environment of competition rather than collaboration. The authors argue that this competitive culture can detract from the learning experience, causing anxiety and potentially jeopardizing patient care. By examining the ways in which a collectivist approach can mitigate these issues, the researchers emphasize the importance of creating a supportive community within medical training programs.
At the heart of this research is the notion that medical training is not merely an individual journey; rather, it is a communal endeavor. The authors analyze the implications of viewing medical education through a collectivist lens, which acknowledges the interconnectedness of trainees and faculty. This perspective promotes teamwork, mentorship, and shared responsibility, ultimately aiming to improve resilience among those undergoing training and those who are mentoring them.
The study delves into the concept of a “wicked problem”—a term used to describe complex challenges that are difficult to define and even harder to solve. The issue of back-up and jeopardy systems in medical training represents such a problem, laden with various psychological, social, and institutional factors. The authors provide a comprehensive examination of how adopting a collectivist approach can unravel these complexities, illustrating its potential to create a more robust support network among medical professionals.
One significant aspect of the research is its emphasis on collaboration. Santhosh and colleagues argue that collectivism can stimulate effective communication channels between trainees and faculty, facilitating a better understanding of shared goals and the challenges that arise in training settings. By advocating for regular check-ins and open dialogues, the authors suggest that participants in the medical training process can learn from each other’s experiences, clarifying expectations and building a stronger community.
Furthermore, the study sheds light on the psychological benefits of this approach. Trainees, often burdened by stress and the fear of failure, can significantly benefit from a collectivist mindset, which promotes shared learning and collective success rather than focusing solely on individual achievements. The authors provide examples of how mentorship programs and peer support networks can play a crucial role in alleviating the psychological strains often associated with rigorous medical training.
As the discourse around medical education continues to evolve, the authors of the study call for a re-evaluation of programs and policies currently in place. They argue for systemic changes in institutions that prioritize a collectivist ethos over present individualistic frameworks. This re-evaluation extends not only to training programs but also to institutional policies that govern mentorship and assessment, suggesting that a shift in narrative could lead to significant enhancements in training outcomes.
The authors also discuss the potential barriers to implementing a collectivist approach in medical education. Despite the clear benefits, resistance may arise due to deeply ingrained traditions and preconceived notions of competition as a driver for excellence. To navigate these hurdles, the researchers propose engaging key stakeholders—including faculty, administrators, and current trainees—in meaningful conversations around the value of collaboration and the need to embrace change.
Further, the paper illustrates case studies from various medical education programs that have successfully integrated collectivist principles into their training models. These examples serve as beacons of hope and provide practical frameworks for institutions looking to promote cooperative learning environments. Through collaboration, feedback, and continuous improvement, these initiatives demonstrate that it is possible to substantially reduce the negativity often associated with back-up and jeopardy systems.
In discussing the implications of their findings, Santhosh and colleagues underscore the necessity of developing robust training resources that equip both trainees and faculty with the skills to foster collaboration. This includes structured training sessions focused on team-building, emotional intelligence, and conflict resolution, which are essential for creating harmonious learning environments. As the medical landscape continues to evolve, these competencies will become increasingly critical.
The study concludes by emphasizing the role of leadership in facilitating this transition. Medical institutions must champion a shift towards a collectivist culture by recognizing the contributions of both trainees and faculty alike. Effective leaders can implement policies and practices that reinforce collective success, ultimately improving the educational experience and patient outcomes.
As we reflect on the future of medical education, it is clear that embracing a collectivist approach can provide a robust framework for addressing the complex challenges faced by trainees and faculty alike. By prioritizing collaboration over competition, we can cultivate a culture of mutual respect that enhances learning and professional growth. In doing so, we not only improve the training experience but also ensure that the next generation of healthcare professionals is equipped to thrive in an increasingly interconnected world.
Through comprehensive research, profound insights, and actionable recommendations, this pivotal study lays the groundwork for a necessary and transformative change in medical education. By moving from “Me” to “We,” the authors highlight a path forward that promises not only better outcomes for medical trainees and faculty but ultimately for the patients they serve.
Subject of Research: The adoption of a collectivist approach in medical training to address back-up and jeopardy systems.
Article Title: Moving from “Me” to “We”: Adopting a Collectivist Approach to Address the Wicked Problem of Trainee and Faculty Back-up/Jeopardy Systems.
Article References:
Santhosh, L., Berman, R. & Thomas, L. Moving from “Me” to “We”: Adopting a Collectivist Approach to Address the Wicked Problem of Trainee and Faculty Back-up/Jeopardy Systems.
J GEN INTERN MED (2026). https://doi.org/10.1007/s11606-025-10148-x
Image Credits: AI Generated
DOI: https://doi.org/10.1007/s11606-025-10148-x
Keywords: medical education, collectivism, collaboration, training systems, back-up systems, faculty support.
Tags: addressing anxiety in medical traineesbuilding supportive training environmentscollaborative medical education approachescollective solutions in medical trainingcommunal learning in medical educationenhancing quality of patient carefostering teamwork in healthcareinterconnectedness in healthcare educationovercoming competition in medical trainingshifting individualism to collectivismsupporting trainees and facultytransformative approaches in medical training
