Consequences of career progression barriers experienced by doctors in GP training: an interpretative phenomenological study.

IF 1.5 Q3 PRIMARY HEALTH CARE Education for Primary Care Pub Date : 2024-10-31 DOI:10.1080/14739879.2024.2395401
Monisha Edirisooriya, Rupal Shah, Ann Griffin
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Abstract

Background: Despite commitment across national medical education and training bodies to tackle differential attainment (DA), alongside a wealth of research into contributing factors and solutions, progression in narrowing the gap has lagged. This study explores the lived experiences of doctors facing DA, career progression barriers and their wider consequences.

Methods: Interpretative phenomenological analysis was chosen as the methodological framework. The six doctors interviewed were released from General Practice training before enrolling in a 'targeted' intervention scheme designed to support them with training completion.

Results: The cohort included four international medical graduates and two graduates from the United Kingdom. Three participants were neurodiverse. Three inter-related themes were identified. 1) 'Career insecurity' is defined as uncertainty about career prospects and attainment of career goals. At varying points along their journey navigating through progression barriers, participants frequently questioned their futures and the decision to persist in the arduous pursuit of training completion. 2) 'Psychological injury' featured prominently in the experiences of the 'targeted trainees'. Feelings of worthlessness, helplessness, low energy and mood, and 'traumatic' experiences were described. 3) 'Social injury' illustrates consequences to doctors' familial and social contexts (including relationships), as well as wider societal consequences (such as attrition).

Conclusion: Our research evidences the consequences of DA and career progression barriers. We highlight the urgent need for escalated efforts in addressing the challenges faced by different groups of doctors and narrowing the attainment gap. Recommendations for interventions are included in our study.

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接受全科医生培训的医生所经历的职业发展障碍的后果:一项解释性现象学研究。
背景:尽管各国医学教育和培训机构都承诺解决学业成绩差异(DA)问题,并对造成差异的因素和解决方案进行了大量研究,但在缩小差距方面却进展缓慢。本研究探讨了面临学业差异的医生的生活经历、职业发展障碍及其更广泛的后果:方法:选择解释性现象学分析作为方法框架。接受访谈的六名医生在参加一项旨在帮助他们完成培训的 "有针对性的 "干预计划之前,均已从全科培训中脱身:结果:访谈对象包括四名国际医学毕业生和两名英国毕业生。三名参与者患有神经系统疾病。研究发现了三个相互关联的主题1) "职业不安全感 "被定义为对职业前景和实现职业目标的不确定性。在他们克服前进障碍的过程中,参与者经常对自己的未来和坚持完成培训的决定提出质疑。2) 在 "目标学员 "的经历中,"心理伤害 "占据了突出位置。他们描述了无价值感、无助感、精力和情绪低落以及 "创伤性 "经历。3)"社会伤害 "说明了对医生的家庭和社会环境(包括人际关系)造成的后果,以及更广泛的社会后果(如自然减员):我们的研究证明了伤残津贴和职业发展障碍的后果。我们强调,迫切需要加大努力,解决不同医生群体面临的挑战,缩小成就差距。我们的研究还提出了干预建议。
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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.
期刊最新文献
Lessons learned from the experiences of patients with long-term conditions: recommendations for enhancing the undergraduate medical curriculum. Consequences of career progression barriers experienced by doctors in GP training: an interpretative phenomenological study. Beyond accountability and Learner Agency: a call for a comprehensive approach to portfolio management. What about us?: a call to include oral health professions within interprofessional education for collaborative practice. What can we learn from pandemic educational methods?: military general practice trainees' attitudes to feedback from recorded consultations.
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