将学术医学教育与全科医生职业培训相结合:这些联合培训岗位对后续职业发展有何影响?

IF 1.5 Q3 PRIMARY HEALTH CARE
Liam McHale, Val Wass
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引用次数: 0

摘要

背景:在英国,为鼓励学术职业发展,设立了延长教育职位(EEPs),将标准的三年全科医生职业培训延长,让受训者有专门的时间学习其他专业,如医学教育(Med Ed)。目的:探讨全科医生(GPs)在接受医学教育岗位培训后的经历和职业发展轨迹:邀请了 28 名在 2013 年至 2021 年期间完成医学教育继续教育课程的全科医生参加。半结构式访谈以虚拟方式进行。访谈记录使用 NVivo 软件进行编码,并使用 Braun 和 Clarke 的六阶段框架进行主题分析,以确保内部验证过程的重复性:八名全科医生参加了此次调查。结果:八名全科医生参加了调查,他们都是国家医疗服务系统的全科医生,同时还担任其他职务。研究中出现了四个主题:"作为学术教育者的成长"、"研究可能很有趣"、"学术环境 "和 "身兼数职压力很大"。大多数人仍在从事教学、研究工作,并接受过正规的医学教育培训。学术团队中的榜样和熏陶对他们很有影响。在平衡多重角色时,他们经历了巨大的紧张和压力。缺乏持续的学术培训是造成这种情况的原因之一:EEPs对学术职业发展和掌握适当的技能有积极影响。然而,管理多重角色具有挑战性和压力。短期大学合同、难以获得灵活的工作方式以及由此导致的缺乏合作关系或受薪临床工作,都凸显了在职业培训后探索固定学术培训途径的迫切需要,只有这样才能实现基层医疗学术界的可持续招聘。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Integrating academic medical education into vocational general practitioner training: how do these combined training posts impact on subsequent career paths?

Background: In the UK, to encourage academic careers, extended education posts (EEPs) exist, where standard three-year, general practice vocational training is extended, offering trainees dedicated time to spend in another specialty such as medical education (Med Ed). Little is known about whether this impacts positively on their subsequent careers.

Aims: To explore general practitioners' (GPs') experiences and career trajectories after undertaking Med Ed EEPs.

Method: Twenty-eight GPs who completed a Med Ed EEP between 2013 and 2021 were invited to participate. Semi-structured interviews were held virtually. Transcripts were coded with NVivo software and underwent thematic analysis using Braun and Clarke's six-phase framework to ensure a reiterative process of internal validation.

Results: Eight GPs took part. All were working as NHS GPs, alongside other roles. Four themes emerged: 'growing as an academic educator', 'research can be interesting', 'the academic environment' and 'juggling multiple roles is stressful'. Most were still teaching, involved in research and had undertaken formal Med Ed training. Role models and immersion in academic teams were influential. Significant tensions and stresses were experienced when balancing multiple roles. The absence of ongoing academic training tracks contributed to this.

Conclusion: EEPs impact positively on academic career development and the acquisition of appropriate skills. However, managing multiple roles is challenging and stressful. Short-term university contracts, difficulties obtaining flexible working and resultant lack of partnership or salaried clinical work highlight an urgent need to explore fixed academic training pathways after vocational training, if sustainable recruitment into primary care academia is to be achieved.

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来源期刊
Education for Primary Care
Education for Primary Care PRIMARY HEALTH CARE-
CiteScore
2.30
自引率
15.40%
发文量
51
期刊介绍: Education for Primary Care aims to reflect the best experience, expertise and innovative ideas in the development of undergraduate, postgraduate and continuing primary care education. The journal is UK based but welcomes contributions from all over the world. Readers will benefit from the broader perspectives on educational activities provided through the contributions of all health professionals, including general practitioners, nurses, midwives, health visitors, community nurses and managers. This sharing of experiences has the potential for enhancing healthcare delivery and for promoting interprofessional working.
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