The learning environment for junior doctor training—what hinders, what helps

Abstract

As part of a larger study on learning outcomes for the first year of postgraduate medical training (already reported), semi-structured interviews with middle grade trainees were used to explore their perceptions of trainee development during this first training year. Data generated focused not only on learning outcomes, but also on important process issues. Dissatisfaction was expressed with formal and informal teaching and learning opportunities. Factors that enhance the learning environment were identified. These included being supported, a feeling of being a valued member of the team, being stretched but not over stretched, having a broad range of experiences, knowing the system, having a clear remit and being well organized. Factors inhibiting the learning environment included fractured working patterns, insufficient time with patients and seniors, as well as the converse of many of the enhancing factors. The process issues gathered in this paper will be of interest to those involved in the delivery of training for junior doctors.

Notes

Notes on contributors

M.L. KENDALL is a Research Fellow in the University of Edinburgh's General Practice Section. She is a medical sociologist with a particular interest the use of qualitative approaches in the healthcare field.

E.A. HESKETH is Education Development Officer at NHS Education for Scotland, Dundee. The main focus or her earlier work was on the development and evaluation of learning resources for a range of healthcare professionals. In recent years she has been primarily leading projects associated with the PRHO year.

S.G. MACPHERSON is Postgraduate Dean at the University of Edinburgh and a member of the Postgraduate Medical Education Training Board (PMETB). He has a long standing interest in PRHO training and is the Scottish representative on the Modernising Medical Careers UK Strategy Group.