1,393
Views
0
CrossRef citations to date
0
Altmetric
Original Article

What influences on their professional development do general practice trainees report from their hospital placements? A qualitative study

, ORCID Icon, , , , , , , , , , , ORCID Icon & show all
Article: 2191947 | Received 19 Sep 2022, Accepted 24 Feb 2023, Published online: 03 May 2023

References

  • Weiss KB, Bagian JP, Nasca TJ. The clinical learning environment: the foundation of graduate medical education. J Am Med Assoc. 2013;309(16):1687–1688.
  • Nordquist J, Hall J, Caverzagie K, et al. The clinical learning environment. Med Teach. 2019;41(4):366–372.
  • Kilty C, Wiese A, Bergin C, et al. A national stakeholder consensus study of challenges and priorities for clinical learning environments in postgraduate medical education. BMC Med Educ. 2017;17(1):226.
  • Wiese A, Kilty C, Bennett D. Supervised workplace learning in postgraduate training: a realist synthesis. Med Educ. 2018;52(9):951–969.
  • Johnston JL, Bennett D. Lost in translation? Paradigm conflict at the primary–secondary care interface. Med Educ. 2019;53(1):56–63.
  • Johnston JL, Reid H. Who we are: exploring identity formation in primary care contexts. Educ Prim Care. 2019;30(4):246–247.
  • Capewell S, Stewart K, Bowie P, et al. Trainees’ experiences of a four-year programme for specialty training in general practice. Educ Prim Care. 2014;25(1):18–25.
  • Holmboe ES. The transformational path ahead: competency-based medical education in family medicine. Fam Med. 2021;53(7):583–589.
  • Swanwick T, Forrest K, O'Brien BC. Understanding medical education: evidence, theory, and practice. Hoboken, NJ: john Wiley & Sons, Incorporated; 2019.
  • Bok H, Teunissen T, Rea F. Programmatic assessment of competency based workplace learning: where theory meets practice. Med Educ. 2013;13:123.
  • Sabey A, Harris M. Training in hospitals: what do GP specialist trainees think of workplace-based assessments? Educ Prim Care. 2011;22(2):90–99.
  • Van Der Zwet J, Zwietering PJ, Teunissen PW, et al. Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship. Adv Health Sci Educ Theory Pract. 2011;16(3):359–373.
  • Brown J, Reid H, Dornan T, et al. Becoming a clinician: trainee identity formation within the general practice supervisory relationship. Med Educ. 2020;54(11):993–1005.
  • Wald HS, Anthony D, Hutchinson TA, et al. Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice. Acad Med. 2015;90(6):753–760.
  • Rimmer A. Secondary care doctors denigrate general practice in front of medical students, study finds. BMJ. 2017;359:j5517.
  • Alberti H, Banner K, Collingwood H, et al. ‘Just a GP’: a mixed method study of undermining of general practice as a career choice in the UK. BMJ Open. 2017;7(11):e018520.
  • Ferguson J, Wakeling J, Cunningham DE. General practice training in Scotland: the views of GP trainers and educators. Educ Prim Care. 2014;25(4):211–220.
  • O'Kelly M, O'Kelly F, O Ciardha F. A national survey of GP trainees 2012. Irish College of General Practitioners; 2012 [cited 2023 March 01]. Available from: https://www.tcd.ie/medicine/public_health_primary_care/assets/pdf/NatSurv-GP-Trainees-2012.pdf.
  • McMillan SS, King M, Tully MP. How to use the nominal group and Delphi techniques. Int J Clin Pharm. 2016;38(3):655–662.
  • Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77–101.
  • Vaismoradi M, Jones J, Turunen H, et al. Theme development in qualitative content analysis and thematic analysis. JNEP. 2016;6(5):100–110.
  • Johnston J, Barrett A, Stenfors T. How to synthesise qualitative data. Clin Teach. 2020;17(4):378–381.
  • Goldie J, Morrison J. Situating general practice training in the general practice context. Br J Gen Pract. 2012;62(597):e311–e313.
  • Cruess RL, Cruess SR, Steinert Y. Medicine as a community of practice: implications for medical education. Acad Med. 2018;93(2):185–191.
  • Cruess SR, Cruess RL, Steinert Y. Supporting the development of a professional identity: general principles. Med Teach. 2019;41(6):641–649.
  • Kilminster S, Cottrell D, Grant J, et al. AMEE guide no. 27: effective educational and clinical supervision. Med Teach. 2007;29(1):2–19.
  • Michels NRM, Maagaard R, Buchanan J, Scherpbier N. Educational training requirements for general practice/family medicine specialty training: recommendations for trainees, trainers and training institutions. Educ Prim Care. 2018;29(6):322–326.