Medical students' perspectives of their rural primary care placements.

Abstract

Background: Medical school curricula have seen an expansion of teaching in the community. A rural primary care setting may offer students a variety of patient interactions and opportunities to improve their clinical skills within small teams. GP recruitment remains challenging, especially in rural areas but exposure to such settings during training may positively influence career intentions. There is a lack of research into students' perceptions of their rural primary care placements. This study aimed to increase our understanding of medical students'experiences of rural primary care placements.

Methods: An Interpretative Phenomenological Approach explored students' lived experiences through semi-structured interviews with five final-year medical students.

Results: Interview transcripts were analysed to identify multiple Personal ExperientialThemes which led to the development of four higher-level Group Experiential Themes: adjusting to rural living; relationship with GP supervisor and team; autonomy; and developing as a doctor.

Discussion: Students'experiences were significantly influenced by their adjustment to the rural environment. With basic needs met students began to develop a sense of belonging which facilitated learning. Relationships with GP supervisors and team members were crucial, fostering a student's sense of autonomy and professional growth. Rural placements offered students the chance to integrate into small teams, to feel valued and assume 'almost doctor' roles, providing diverse patient consultations, and preparing them for independent practice.