Intraprofessional collaboration and learning between specialists and general practitioners during postgraduate training: a qualitative study

Abstract

BackgroundDuring postgraduate training, general practitioners and other specialists must learn how to deliver shared care to patients; however, the development of formal intraprofessional education is often hampered by curricular constraints. Delivering shared care in everyday work provides trainees with opportunities for informal learning from, about and with one another.MethodsTwelve semi-structured interviews were undertaken with trainee general practitioners and specialists (internal medicine or surgery). A thematic analysis of the input was undertaken and a qualitative description developed.ResultsTrainees from different disciplines frequently interact, often by telephone, but generally they learn in a reactive manner. All trainees are highly motivated by the desire to provide good patient care. Specialist trainees learn about the importance of understanding the background of the patient from GPs, while GP trainees gain medical knowledge from the interaction. Trainees from different disciplines are not very motivated to build relationships with each other and have fewer opportunities to do so. Supervisors can play an important role in providing intraprofessional learning opportunities for trainees.ConclusionsDuring postgraduate training, opportunities for intraprofessional learning occur, but there is much room for improvement. For example, supervisors could increase the involvement of trainees in collaborative tasks and create more awareness of informal learning opportunities. This could assist trainees to learn collaborative skills that will enhance patient care.Electronic supplementary materialThe online version of this article (doi:10.1186/s12913-016-1619-8) contains supplementary material, which is available to authorized users.

A systematic review of supervisory relationships in general practitioner training

“…Supervisors ensured trainees were safe to practice autonomously, through having general oversight, monitoring progress and acting as a gatekeeper . Other roles included role model, assessor and mentor, through providing reassurance and personal support . Supervisors also facilitated inclusion of trainees by acting as a broker with the wider practice …”

Perspectives of specialists and family physicians in interprofessional teams in caring for patients with multimorbidity: a qualitative study

“…The TIP Program provides a model to address the current lack of established methods for trainees to learn interprofessional collaboration across the primary-secondary-tertiary care divide. 22,[39][40][41][42][43] Consequently, the TIP Program can provide opportunities for trainees to move beyond the traditional consultant model and actively participate in interprofessional teamwork. Furthermore, the specialist physicians participating in the TIP Program provide a role model for successful interprofessional collaborations and, as such, provide learners exposure to a real-world model for caring for people with multimorbidity in the primary care context.…”

“…18 Although several professional bodies have recommended interprofessional collaboration as a core competence, [19][20][21] health care providers are frequently left with unstructured and implicit learning that often happens only during forced interactions. 22 Information is still lacking on how interdisciplinary teamwork can be best achieved.…”

Chances for learning intraprofessional collaboration between residents in hospitals

“…10 This can be realised by intraprofessional education (intraPE). 11 However, the distance, both physical and conceptual, between PC and MS workplace and teaching environments seems to be a deeply rooted obstacle to this strategy. 8 During postgraduate training, PC residents and MS residents do collaborate around referral to and discharge from the hospital.…”