Exploring educational integrated training posts in general practice: a phenomenological study of trainees’ perspectives

References

• Koehler N, McMenamin C. Flexible but boring: medical students’ perceptions of a career in general practice *. Educ Primary Care. 2016;27(4):280–291.
   PubMed Web of Science ®Google Scholar
• Osborn HA, Glicksman JT, Brandt MG, et al. Primary care specialty career choice among Canadian medical students: understanding the factors that influence their decisions. Can Family Physician. 2017;63(2):e107–e113.
   PubMed Web of Science ®Google Scholar
• Health Education England. By choice not by chance. Supporting medical students towards future careers in general practice. London: Health Education England and the Medical Schools Council, 2016.
   Google Scholar
• Lyon-Maris J, Scallan S. Do integrated training programmes provide a different model of training for general practice compared to traditional vocational training schemes? Educ Primary Care. 2007;18(6):685–696.
   Google Scholar
• Griffin, R., Tavabie, A, McLean, I. 'An evaluation ofthe experience of integrated GP training placements in the Kent, Surrey and Sussex Deanery'. Educ Primary Care, 2011;22(2):74-82.
   Google Scholar
• Amin M, Chande S, Park S, et al. Do primary care placements influence career choice: what is the evidence? In: Education for primary care. 2018; 29:2, 64-67.
   Google Scholar
• Alberti, H., Randles HL, Harding A, McKinley R. 'Exposure of undergraduates to authentic GP teaching and subsequent entry to GP training'. British Journal of General Practice, 2017;67(657): 248-252.
   Google Scholar
• Pfarrwaller E, Sommer J, Chung C, et al. Impact of interventions to increase the proportion of medical students choosing a primary care career: a systematic review. J Gen Intern Med. 2015;30(9):1349–1358.
   PubMed Web of Science ®Google Scholar
• Marshall, J., McMain, S, Moulton, E. 'Fully innovative training for general practice registrars'. Medical education, 2006;40(5): 484.
   Google Scholar
• Lake J, Bell J. How do educational supervisors view innovative training posts? An evaluation of the portsmouth experience. Educ Primary Care. 2007;18(5):588–592.
   Google Scholar
• Taylor G, Moulton L, Podmore E. Registrars’ views of innovative training posts: a questionnaire survey. Educ Primary Care. 2006;17(1):49–56.
   Google Scholar
• McNaughton, E., Marsden, W, Dowie, A. 'Innovative Specialist Training Programme for General Practice in Angus, Scotland: A Qualitative Evaluation'. Educ Primary Care. 2007;18(1): 35-44.
   Google Scholar
• Knowles, M.S. The adult learner : The definitive classic in adult education and human resource development. 7th ed. /Malcolm S. Knowles, Elwood F. Holton III, Richard A. Swanson.edn. Oxford:Butterworth-Heinemann, 2011.
   Google Scholar
• Main P, Irish B, Paulo S, et al. Developing the high-flying registrar: a qualitative evaluation of the Severn Deanery education scholar programme. Educ Primary Care. 2013;24(1):50–56.
   PubMedGoogle Scholar
• Fisher, R., Croxson, C.H.D., Ashdown, H. and Hobbs, F. 'GP views on strategies to cope with increasing workload: A qualitative interview study', Br. J. Gen. Pract., 2017;67(655): E148–E156.
   Google Scholar
• van Manen M, Higgins I, Riet P. A conversation with Max van Manen on phenomenology in its original sense. Nurs Health Sci. 2016;18(1):4–7.
   PubMed Web of Science ®Google Scholar
• Cresswell JW. Qualitative inquiry and research design: choosing among five approaches. 2nd edn. Thousand Oaks: Sage Publications Ltd; 2007.
   Google Scholar
• Krueger RA. Focus groups: a practical guide for applied research. 5th ed. Thousand Oaks, CA: SAGE; 2015.
   Google Scholar
• Finlay L. Unfolding the phenomenological research process: iterative stages of “seeing afresh”. J Human Psychol. 2013;53(2):172–201.
   Web of Science ®Google Scholar
• Crotty M. The foundations of social research: meaning and perspective in the research process. London: Sage; 1998. p. 172.
   Google Scholar
• O’Shea BE. Extension of training for general practice: a review of the evidence. Educ Primary Care. 2009;20(1):15–20.
   PubMedGoogle Scholar
• Gerada C, Simon C. Preparing the future GP: the case for enhanced GP training; 2012. [cited 2018 Jul 20]. Available from: http://www.rcgp.org.uk/policy/rcgp-policy-areas/~/media/Files/Policy/A-Z-policy/Case_for_enhanced_GP_training.ashx.
   Google Scholar
• de Bever S, Bint J, Scherpbier N. Strengthening general practice by extending specialty training? Br J Gen Pract. 2019;69(682):222–223.
   PubMed Web of Science ®Google Scholar
• Reeve J, Bying R. Realising the full potential of primary care. Br J Gen Pract. 2017;67(660):292–293.
   PubMed Web of Science ®Google Scholar
• Silverston P. Consultation skills teaching in primary care. Educ Prim Care. 2013;24(3):206.
   PubMedGoogle Scholar
• Kenny NP, Mann KV, Macleod H. Role modeling in physicians’ professional formation: reconsidering an essential but untapped educational strategy. Acad Med. 2003;78(12):1203.
   PubMed Web of Science ®Google Scholar
• Agius S, Lewis B, Kirk B, et al. The perceived benefits of a two-year period of extended specialty training in general practice: the trainees’ perspective. Educ Primary Care. 2014;25(1):26–35.
   PubMedGoogle Scholar
• Mann KV. Theoretical perspectives in medical education: past experience and future possibilities. Med Educ. 2011;45(1):60–68.
   PubMed Web of Science ®Google Scholar
• Evans E, Fowler A, Johnston C, et al. Less than fulltime training examining the impact on the workforce. BMJ Careers. 2015;350:h238.
   Google Scholar
• Rickard C, Smith T, Scallan S. A comparison of the learning experiences of full-time (FT) trainees and less than full-time (LTFT) trainees in general practice. Educ Primary Care. 2012;23(6):399–403.
   PubMedGoogle Scholar
• Lave J. Situated learning: legitimate peripheral participation. Cambridge [England]: Cambridge University Press; 1991.
   Google Scholar
• Jones R. GP recruitment and medical education: part of the solution? Educ Primary Care. 2017;28(6):304–306.
   PubMed Web of Science ®Google Scholar
• Braun VC. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77–101.
   Google Scholar