Indicators of the dimensions of trust (and mistrust) in early primary care practice: a qualitative study

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Abstract
Background: Trust occurs when persons feel they can be vulnerable to others because of the sincerity, benevolence, truthfulness and sometimes the competence they perceive. This project examines the various types of trust expressed in written reflections of developing healthcare clinicians. Our goal is to understand the roles trust plays in residents’ self-examination and to offer insight from relationship science to inform the teaching and clinical work for better trust in healthcare. Methods: We analyzed 767 reflective writings of 33 residents submitted anonymously, to identify explicit or implicit indicators attention to trust or relationship development. Two authors independently coded the entries based on inductively identified dimensions. Three authors developed a final coding structure that was checked against the entries. These codes were sorted into final dimensions. Results: We identified 114 written reflections that contained one or more indicators of trust. These codes were compiled into five code categories: Trust of self/trust as the basis for confidence in decision making; Trust of others in the medical community; Trust of the patient and its effect on clinician; Assessment of the trust of them exhibited by the patient; and Assessment of the effect of the patient’s trust on the patient’s behavior. Discussion: Broadly, trust is both relationship-centered and institutionally situated. Trust is a process, built on reciprocity. There is tacit acknowledgement of the interplay among what the residents do is good for the patient, good for themselves, and good for the medical institution. An exclusive focus on moments in which trust is experienced or missed, as well as only on selected types of trust, misses this complexity. Conclusion: A greater awareness of how trust is present or absent could lead to a greater understanding and healthcare education for beneficial effects on clinicians’ performance, personal and professional satisfaction, and improved quality in patients’ interactions.
Funding Information
  • Boston College Schiller Institute for Integrated Science and Society

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