Medical emergencies in rural North Queensland: Doctors perceptions of the training needs

Abstract

Objective: This study aimed to explore doctors' perceptions of the training needs of rural doctors in the context of managing emergencies in rural North Queensland. Design: Using a qualitative approach, 20 semistructured interviews were conducted via telephone, video conference and in-person. Using an interview guide, areas such as preparedness of junior doctors for rural practice, areas for further training and confidence with managing emergencies were discussed. Interviews were analysed using the principles of grounded theory. Participant recruitment continued until data saturation was achieved. Setting: Multiple health facilities across three hospital and health services in North Queensland. Participants: (i) Doctors with current or recent work in rural North Queensland; (ii) doctors involved with rural medical training; and (iii) emergency medicine specialists working in a tertiary referral centre. Main outcome measure: Perspectives of doctors on the training needs of rural doctors in North Queensland. Results: Rural doctors were found to be as prepared as they could be to take up rural practice; however, they still had training needs. Region-specific emergencies, access to regular in-house simulations and nonmedical challenges, including understanding local team dynamics and taking on a team leader role, were seen as key training needs. Senior doctors indicated that further formal and informal on-the-job training were required for provisional fellows with limited experience in the emergency department. Conclusion: Certain training needs of rural doctors still remain unmet. Further access to in-house simulations and tele-training could be useful strategies to meet these training needs to further support rural doctors.

Building a sustainable rural physician workforce

“…The foundational principles and the workforce environment that they are posited within add a means of engaging disparate stakeholders around a unified platform of action, codesigned with stakeholders, that is community centred. Many of the foundational principles are consistent with other rural medical contexts, including the centrality of general medicine in rural practice (FP5); [31][32][33][34] the importance of rural immersion (FP4) rather than shorter training attachments; 4,6,8,9,35-37 the interprofessional training and practice context (FP8); 7,34,[38][39][40] and the dynamic complexity of rural specialist work to meet community demand (FP3). 4,6,8,[41][42][43] Together, these principles provide a roadmap for tailoring physician workforce development to each rural community, thereby breaking down barriers to action by stakeholders working collaboratively.…”

Continuing medical education and work commitment among rural healthcare workers: a cross-sectional study in 11 western provinces in China

“…[5][6][7][8][9] However, the CME system also faces challenges, such as various needs or expectations from healthcare workers. [10][11][12][13][14][15] In China, unlike the USA, 16 Australia 17 18 and European countries, 19 there is not a complete CME system for healthcare workers, 2 20 21 let alone for rural healthcare workers (RHWs). Because the majority of RHWs, especially rural nurses, attained junior college education or below in China, they reported a strong need for CME to upgrade their educational degrees and medical knowledge and skills.…”

Experiences of working as early career allied health professionals and doctors in rural and remote environments: a qualitative systematic review

“…Recruitment is happening and it’s going, and I hit the wall and my manager said, “Keep on going,” and I said, “Can you just acknowledge how much extra – all you need to do is acknowledge it...” pg 5 [ 46 ] “I don’t think I’ve necessarily made the wisest decision with what I’ve done (becoming a sole therapist). I’ve made a decision which I certainly benefited from, but professionally and personally it’s been a hard slog … .” ‘pg 42 [ 47 ] “I think it is about fostering supported practice and this is a particular time of vulnerability in terms of support....the movement from hospital-based practice to being a new person in community-based practice.” pg 669 [ 33 ] “I call my boss before each shift, my supervisor, and say, I’m on tonight because he gives me telephone back up which I rarely use, but I actually like to know that he knows that I might be calling him.” pg 10 [ 42 ] ‘You could finish your internship and it could be your first week in your JHO year and be sent to a rural site and you’re acting as a PHO or SMO, or something, which I think is terrifying and a bit inappropriate.’ Pg 4 [ 53 ] …”