What factors motivate junior doctors to engage as clinical tutors? A qualitative study

Below, Bernhard von; Rödjer, Stig; Mattsson, Bengt; Hange, Dominique; Wahlqvist, Mats

doi:10.5116/ijme.5b07.d108

Cited by 8 publications

(8 citation statements)

References 42 publications

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“…The foundation doctors identified several challenges to their teaching through both the questionnaire and FGDs. As found by previous studies (Below et al, 2018;Gill et al, 2008;Qureshi et al, 2013) the most common obstacle discussed by the doctors was lacking time to teach. As the need for service provision increases due to the added pressures felt throughout the NHS, the time available for training reduces.…”

Section: Discussionmentioning

confidence: 71%

What Training Do Foundation Doctors Feel They Require to Develop as Clinical Teachers?

Pierce,

Kermack,

Foley

2024

JETS

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PurposeTo explore the teaching that foundation doctors at the University Hospital of North Midlands undertake and what training they believe is necessary to develop as clinical educators.MethodsA mixed methods approach consisting of questionnaires and focus group discussions (FGDs), following an explanatory sequential design. FGD data was thematically analysed.ResultsThirty-four responses to the questionnaire were analysed. 97% respondents felt that teaching was an important part of their job role. The amount of time spent teaching each week varied from no time to more than two hours, and on average 25% of this teaching occurred outside of clinical hours.Foundation doctors enjoy teaching and want to help others. Challenges described were lack of time, shortage of opportunities and others’ perceptions of their ability to teach. Foundation doctors requested tailored training and formalised feedback to facilitate their development as teachers.ConclusionThis study has shown that foundation doctors undertake a significant amount of teaching and there is a clear desire for additional training. These doctors utilise different teaching methods to their seniors and therefore any training should focus on ad hoc sessions, ward supervision and bedside teaching. Local trusts, medical schools and the UK foundation programme could do more to support foundation doctors’ development as educators by giving them protected time and formalised feedback opportunities. Foundation doctors could be an untapped resource to support the medical school expansion plan in educating the increased numbers of medical students over the coming years.

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Section: Discussionmentioning

confidence: 71%

What Training Do Foundation Doctors Feel They Require to Develop as Clinical Teachers?

Pierce,

Kermack,

Foley

2024

JETS

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“…Research has shown that clinical supervision offers little merit value, short of time and space, and limited financial compensation (von Below et al 2018). Likewise, neither the career nor the extra income provided by supervision towards the end of their professional life cycles seems to be a driving force when the physicians reflect on their reasons for choosing supervision.…”

Section: Resultsmentioning

confidence: 99%

Existential Driving Forces to Work after Retirement: The Example of Physicians’ Mentoring

Bengtsson

Flisbäck

2021

NJWLS

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The article addresses physicians who work as group supervisors or mentors in a training program after having formally retired. The driving forces to continue to work are analyzed in terms of the development of existential meaning of work at a particular stage of the life cycle. We argue that a deeper understanding of the existential driving forces, that both cause physicians to accept post-retirement mentoring tasks and that is awakened and developed in this specific work, would contribute to a deeper understanding of why individuals continue working into old age. However, in political discussions of an extended working life, similar aspects tend to be disregarded. Understanding the existential driving forces that cause an individual to continue working after retirement may be crucial to comprehending how we can take advantage of the resources of the older workforce and, thus, realize human potential at a later stage of the life cycle.

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“…The challenge to adapt the clinical workplace, primarily focused on providing safe healthcare, to accommodate clinical supervision is well known [33,[48][49][50]. Lack of time to teach is frequently seen as a barrier to effective clinical supervision [19,33,34,[51][52][53].…”

Section: Discussionmentioning

confidence: 99%

Clinical supervisors’ experience of a first-time application of entrustable professional activities in clinical supervision of medical students: findings from a Swedish pilot study

Pålsson,

Cederborg,

Johansson

et al. 2024

BMC Med Educ

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Background Recently, all medical universities in Sweden jointly developed a framework for Entrustable Professional Activities (EPAs) for work-based training and assessment. This framework is now being introduced nationally in the new 6-year undergraduate medical programme that directly lead to a licence to practise. When EPAs are introduced, it is of central importance to gain clinical supervisors’ acceptance to apply the framework in their supervision of students. The aim of this study was therefore to investigate how clinical supervisors, not familiar with EPAs, experience clinical supervision using the framework for EPAs. Methods We used a purposive sampling to recruit clinical supervisors. They were given written information on EPAs with a selection of suitable EPAs and the Swedish observation rating scale for assessment of autonomy, and they were offered to attend a 30-minute introductory web course. The participants were informed that EPAs were to be tested, and the students were asked to participate. After the study period the clinical supervisors participated in semi-structured interviews. Inductive qualitative content analysis was used to analyse the transcribed interviews. Results Three general themes emerged in the qualitative analysis: Promoting Feedback, Trusting Assessments and Engaging Stakeholders. The participants described benefits from using EPAs, but pointed out a need for preparation and adaptation to facilitate implementation. The structure was perceived to provide structured support for feedback, student involvement, entrustment decisions, enabling supervisors to allow the students to do more things independently, although some expressed caution to rely on others’ assessments. Another concern was whether assessments of EPAs would be perceived as a form of examination, steeling focus from formative feedback. To understand the concept of EPA, the short web-based course and written information was regarded as sufficient. However, concern was expressed whether EPA could be applied by all clinical supervisors. Involvement and adaption of the workplace was pointed out as important since more frequent observation and feedback, with documentation requirements, increase the time required for supervision. Conclusions EPAs were accepted as beneficial, promoting structured feedback and assessments of the students’ autonomy. Preparation of supervisors and students as well as involvement and adaptation of the workplace was pointed out as important.

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What factors motivate junior doctors to engage as clinical tutors? A qualitative study

Cited by 8 publications

References 42 publications

What Training Do Foundation Doctors Feel They Require to Develop as Clinical Teachers?

What Training Do Foundation Doctors Feel They Require to Develop as Clinical Teachers?

Existential Driving Forces to Work after Retirement: The Example of Physicians’ Mentoring

Clinical supervisors’ experience of a first-time application of entrustable professional activities in clinical supervision of medical students: findings from a Swedish pilot study

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