Factors influencing the length of postgraduate training and motives for choosing general practice as a specialty. Results of a cross-sectional study of general practitioners after completion of the specialist examination.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES GMS Journal for Medical Education Pub Date : 2024-11-15 eCollection Date: 2024-01-01 DOI:10.3205/zma001722
Martin Fink, Ida Lotter, Monika Sennekamp
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Abstract

Background: The attractiveness of general practice (GP) is increasing, as is evident in its growing popularity among students and the sharp rise in specialist certifications. However, in view of the future challenges at the GP level of care, there is a shortage of young doctors. It would thus be desirable if postgraduate training could be completed quickly, particularly in this area.

Objective: The aim of this article is to improve the state of knowledge of the actual length of postgraduate training in general practice and to identify the motives for choosing this specialty and possible factors influencing postgraduate training length.

Project description: The cross-sectional study conducted of general practitioners (GPs) after completion of the medical specialist examination (survey period January 2020 to September 2023, population 530 persons, response rate 50%, n=265) examines the decision-making processes and the individual course of postgraduate training as pursued by newly certified general practitioners (Fachärzt*innen für Allgemeinmedizin - FÄ AM) in Hesse, Germany.

Results: Excluding lateral entrants (Quereinsteiger*innen), the respondents' length of postgraduate training was 8.88 years on average (SD=3.97, median 7.75 years, Q1=6.0, Q3=10.0). The main reasons stated for choosing the specialty were personal role models and experiences made while studying. The descriptive analysis of the data collected indicates that an early choice of specialization could be associated with a shorter length of postgraduate training.

Conclusion: Positive experiences during medical studies can contribute to a doctor's decision in favor of a specialty and may possibly be a factor in shortening the subsequent length of postgraduate training. From a healthcare perspective, medical education and postgraduate training should therefore be more closely linked so that those starting postgraduate training in general practice have a firm specialty preference in mind more frequently in future.

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影响研究生培养时间长短的因素及选择全科医学专业的动机。全科医生完成专科检查后的横断面研究结果。
背景:全科医生(GP)的吸引力正在增加,因为它在学生中越来越受欢迎,专家认证急剧上升。然而,鉴于未来全科医生护理水平的挑战,年轻医生短缺。因此,最好能迅速完成研究生培训,特别是在这一领域。目的:提高对全科医学研究生实际培养时间的认识,明确全科医学研究生选择本专业的动机和可能影响研究生培养时间的因素。项目描述:在完成医学专科检查后对全科医生(gp)进行的横断面研究(调查期间为2020年1月至2023年9月,人口530人,回复率50%,n=265)检查了德国黑森州新认证的全科医生(Fachärzt*innen f r Allgemeinmedizin - FÄ AM)的决策过程和研究生培训的个别课程。结果:排除横向入职者(Quereinsteiger*innen),受访者的研究生培训年限平均为8.88年(SD=3.97,中位数为7.75年,Q1=6.0, Q3=10.0)。选择该专业的主要原因是学习期间的个人榜样和经历。对所收集数据的描述性分析表明,较早选择专业可能与较短的研究生培训时间有关。结论:医学学习期间的积极经历有助于医生做出选择专业的决定,并可能是缩短后续研究生培训时间的一个因素。因此,从卫生保健的角度来看,医学教育和研究生培养应该更紧密地联系在一起,以便那些开始全科医学研究生培训的人在未来更频繁地记住一个坚定的专业偏好。
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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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