An evaluation of initiatives to enhance hospital rotations during GP speciality training in Denmark.

Background: The Danish GP postgraduate training programme includes a 2.5-year hospital rotation, where trainees rotate across several hospital departments. However, challenges such as relevance to primary care settings, limited supervision and competing clinical demands often affect the learning effect of these rotations. This study investigated GP trainees' perceptions of hospital rotations, evaluated the impact of implemented educational and well-being initiatives and identified strategies for further improvements.

Methods: This qualitative study used surveys and semi-structured interviews to collect data. All current and past GP trainees (between 2021 and 2024) and current educational leads were invited to participate. Data were analysed using Braun and Clarke's thematic analysis framework.

Results: Results revealed challenges for GP trainees, including high workloads, limited supervision and lack of understanding of their role. While initiatives like peer-to-peer sparring and return days were appreciated by trainees, many faced barriers such as lack of prioritisation and scheduling conflicts, leading to reduced impact. Despite some successes, these initiatives were often discontinued due to low attendance or scheduling problems.

Conclusion: This study highlighted the value of hospital rotations for GP trainees, offering broad clinical exposure. However, tensions between clinical duties and educational opportunities were evident, and trainees felt that educational initiatives were deprioritised. The potential for more structured educational opportunities and increased outpatient work were seen positively, though feasibility concerns remain. Targeted changes and collaboration are essential to balance service delivery and trainee development.