A thematic analysis of newly qualified doctors' experiences of burnout.

IF 2.7 2区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Colin R Kilday
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引用次数: 0

Abstract

Background: Newly qualified doctors who are at the beginning of their professional careers are now at a significant risk of burnout. This is in-keeping with doctors in the UK who are concerned about developing burnout during the UK Foundation Programme (UKFP). The UKFP is the first role doctors have working within the National Health Service (NHS). This research aims to explore factors within the UKFP which contribute to newly qualified doctors experiences of burnout.

Methods: Semi-structured interviews were conducted with 7 foundation doctors within one NHS trust to explore their experiences of burnout. A thematic analysis was then carried out using the data collected from these interviews.

Results: The majority of doctors interviewed were able to discuss their own experiences of burnout and how it has impacted their role as a newly qualified doctor. Some doctors believe that working as a foundation doctor directly contributed to their experiences of burnout. Whereas other doctors considered wider issues within the NHS such as bullying and staffing issues to be contributing factors. In contrast, the community aspect of the UKFP was considered to be a protective factor against burnout.

Conclusions: Burnout is a real concern amongst foundation doctors and many doctors will experience burnout at the beginning of their career. Therefore, further research is needed to identify effective support measures which can be implemented within the UKFP and used to support doctors as they begin their career in the NHS.

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来源期刊
BMC Medical Education
BMC Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
4.90
自引率
11.10%
发文量
795
审稿时长
6 months
期刊介绍: BMC Medical Education is an open access journal publishing original peer-reviewed research articles in relation to the training of healthcare professionals, including undergraduate, postgraduate, and continuing education. The journal has a special focus on curriculum development, evaluations of performance, assessment of training needs and evidence-based medicine.
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