Exploring learning characteristics and progression of GP trainees based in regional, rural and remote settings: A qualitative study.

IF 1.9 4区 医学 Q2 NURSING
Emily Anderson, Tiana Gurney, Louise Young, Belinda O'Sullivan, Lawrie McArthur, Matthew McGrail, Aaron Hollins
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Abstract

Objective: Globally, most doctors train and work in metropolitan areas but a key strategy for developing the rural health workforce is expanding rural training. The aim of this study was to describe the scope and quality of learning along with skill acquisition of GP trainees based in regional, rural, and remote settings.

Setting: Regional, rural and remote settings in Queensland Australia excluding Brisbane.

Participants: Thirty-seven general practice trainees who had undertaken their first community placement were recruited from regional, rural and remote learning settings within Queensland.

Design: Qualitative descriptive methodology based on constructionist epistemology was employed which allowed for the exploration of current GP trainees' experiences. Trainees were interviewed and data were thematically analysed as to the scope and quality of learning by the setting of training. Learning experiences were then mapped against the Dreyfus and Dreyfus model to explore skill acquisition.

Results: In terms of the scope and quality of learning, rural and remote trainees mainly focused on the diverse and unique (sometimes challenging) experiences their setting offered compared with regionally based trainees. Mapping of the trainee comments to the Dreyfus model of skill acquisition demonstrated that regardless of setting, equivalent learning occurred by GP trainees.

Conclusions: This exploratory study provides evidence that rural and remote learning may provide a more diverse and challenging experience. It suggests an equivalence of quality of education and skill acquisition across settings rural, regional and remote. This suggests that the training distribution policies may not disadvantage GP trainees and the scope and quality of more remote learning may increase uptake of remote placements.

探索地区、农村和偏远地区全科医生学员的学习特点和进步:定性研究。
目标:在全球范围内,大多数医生都在大都市地区接受培训和工作,但发展农村医疗卫生队伍的一项重要战略是扩大农村培训。本研究旨在描述在地区、农村和偏远地区接受培训的全科医生的学习范围和质量以及技能掌握情况:研究地点:澳大利亚昆士兰州(不包括布里斯班)的地区、农村和偏远地区:从昆士兰州的地区、农村和偏远地区的学习环境中招募了 37 名进行了首次社区实习的全科实习生:设计:采用基于建构主义认识论的定性描述方法,探索当前全科医生学员的经验。对受训人员进行访谈,并根据培训环境对学习的范围和质量进行专题分析。然后根据德雷福斯和德雷福斯模型对学习经验进行映射,以探讨技能的获得:就学习的范围和质量而言,与地区学员相比,农村和偏远地区学员主要关注其培训环境所提供的多样化和独特(有时具有挑战性)的体验。将受训者的意见与德雷福斯技能习得模型进行对比后发现,无论在什么环境下,全科医生受训者的学习效果都是相同的:这项探索性研究提供的证据表明,农村和偏远地区的学习可能会提供更多样化、更具挑战性的体验。研究表明,在农村、地区和偏远地区,教育质量和技能掌握程度相当。这表明,培训分配政策可能不会使全科医生学员处于不利地位,更多远程学习的范围和质量可能会提高远程实习的接受率。
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来源期刊
Australian Journal of Rural Health
Australian Journal of Rural Health 医学-公共卫生、环境卫生与职业卫生
CiteScore
2.30
自引率
16.70%
发文量
122
审稿时长
12 months
期刊介绍: The Australian Journal of Rural Health publishes articles in the field of rural health. It facilitates the formation of interdisciplinary networks, so that rural health professionals can form a cohesive group and work together for the advancement of rural practice, in all health disciplines. The Journal aims to establish a national and international reputation for the quality of its scholarly discourse and its value to rural health professionals. All articles, unless otherwise identified, are peer reviewed by at least two researchers expert in the field of the submitted paper.
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