Staged Versus Simultaneous Bilateral Deep Brain Stimulation: A Matched Comparison of Outcomes and Resource Utilization.

The transition to clinical practice is challenging for newly qualified doctors., , , Although being new to their roles, these junior doctors feel a strong need to be autonomous and make independent decisions., , , At the same time, junior doctors experience self‐doubt and imposter syndrome, both associated with increased rates of burnout and depression., , The complex interplay between striving to be independent practitioners and simultaneously dealing with uncertainty and fear of failure creates a context in which junior doctors can feel vulnerable. Although we know junior doctors experience intense emotions during their transition to practice, we still do not understand the role of vulnerability in this process. Vulnerability may cause emotional suffering but also offers an opportunity for growth and connection., , , By shedding light on junior doctors' experiences with vulnerability, we can design educational strategies to support their transition to practice. Social scientist Brown conceptualised vulnerability as a state of ‘uncertainty, risk and emotional exposure’, ‘an unstable feeling’, when you step out of your comfort zone. Research regarding junior doctors' vulnerability is still limited, but the concept of vulnerability is gaining ground in health professions education (HPE)—especially regarding the role of vulnerability in learning processes. Residents experience vulnerability as a paradox: on the one hand, residents recognise that vulnerability is needed to learn and want to express personal thoughts and emotions. On the other hand, they worry that disclosing their uncertainties, mistakes or knowledge gaps goes against the perceived professional and social norms of the workplace and might affect other's perception of their competence. Especially at the beginning of their careers, junior doctors may opt to hide their personal and/or professional struggles, perceiving asking for help as ‘failure to cope’, risking patient safety., , , , In this way, vulnerability can become a barrier to learning as well as a heavy emotional burden., Although the of junior doctors' ‘impression management’ in the workplace has been described, we still know little of the complex emotions junior doctors experience when they feel vulnerable and how they make sense of these emotional experiences., This is relevant, as the discomfort that comes with feeling vulnerable can serve as a stimulus for transformative learning., Transformative learning happens when a person experiences change, particularly when this change encompasses beliefs about oneself, others and/or practice., By stepping into unknown territory, experiencing doubt, uncertainty, pain and/or suffering, junior doctors are put in a state of —prompting reflection regarding self‐identity, relations and the clinical workplace., , Mezirow, who first developed transformative learning theory, called this type of questioning a ‘disorienting dilemma’, an emotional event that challenges the learners' . Understanding junior doctors' emotions allows us to seize vulnerability as an opportunity for transformative learning, optimising the transformative potential of vulnerability experiences to nurture their personal and professional development during their transition to practice.