Transitions in general practice training: quantifying epidemiological variation in trainees’ experiences and clinical behaviours
dc.contributor.author | Tran, Michael | |
dc.contributor.author | Wearne, Susan | |
dc.contributor.author | Tapley, Amanda | |
dc.contributor.author | Fielding, Alison | |
dc.contributor.author | Davey, Andrew | |
dc.contributor.author | van Driel, Mieke | |
dc.contributor.author | Holliday, Elizabeth G. | |
dc.contributor.author | Ball, Jean | |
dc.contributor.author | Fitzgerald, Kristen | |
dc.contributor.author | Spike, Neil | |
dc.contributor.author | Magin, Parker J | |
dc.date.accessioned | 2024-03-11T21:20:00Z | |
dc.date.available | 2024-03-11T21:20:00Z | |
dc.date.issued | 2022 | |
dc.date.updated | 2022-10-16T07:27:28Z | |
dc.description.abstract | Background General Practice training in Australia is delivered through the apprenticeship model. General Practice supervisors support trainees transitioning from hospital-based work towards competent independent community-based practice. The timing and manner in which support should be provided is still not well understood. This study aimed to establish the variation in clinical and educational experiences and behaviours, and location, of general practice trainees’ consultations by stage of their vocational training. It was hypothesised that change is greater in earlier stages of training. Methods A cross-sectional analysis of data (2010–2018) from the Registrar Clinical Encounters in Training (ReCEnT) study, an ongoing cohort study of Australian GP registrars’ in-consultation clinical and educational experience and behaviours. Multinomial logistic regression assessed the association of demographic, educational, and clinical factors in different stages of training. The outcome factor was the training term. Results Two thousand four hundred sixteen registrars contributed data for 321,414 patient consultations. For several important variables (seeing patients with chronic disease; new patients; seeking in-consultation information or assistance; ordering pathology and imaging; and working in a small or regional practice), odds ratios were considerably greater for comparisons of Term 1 and 3, relative to comparisons of Term 2 and 3. Conclusion Differences experienced in demographic, clinical and educational factors are significantly more pronounced earlier in registrars’ training. This finding has educational and training implications with respect to resource allocation, trainee supervision and curriculum design. Sociocultural learning theory enables an understanding of the impact of transitions on, and how to support, general practice trainees and supervisors | en_AU |
dc.description.sponsorship | During the data collection period 2010 to 2015, funding of the ReCEnT study was by the participating educational organisations: General Practice Training Valley to Coast, the Victorian Metropolitan Alliance, General Practice Training Tasmania, Tropical Medicine Training, and Adelaide to Outback GP Training Program. These organisations were funded by the Australian Government. From 2016–2019, the ReCEnT study was funded by an Australian Government Department of Health Commissioned Research Grant, and supported by GP Synergy, the general practice Regional Training Organization for New South Wales and the Australian Capital Territory. GP Synergy is funded by the Australian Government. | en_AU |
dc.format.mimetype | application/pdf | en_AU |
dc.identifier.issn | 1472-6920 | en_AU |
dc.identifier.uri | http://hdl.handle.net/1885/315863 | |
dc.language.iso | en_AU | en_AU |
dc.provenance | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data. | en_AU |
dc.publisher | BioMed Central | en_AU |
dc.rights | © 2022 The authors | en_AU |
dc.source | BMC Medical Education | en_AU |
dc.subject | Education | en_AU |
dc.subject | Medical, | en_AU |
dc.subject | Graduate | en_AU |
dc.subject | Family practice | en_AU |
dc.subject | General practice | en_AU |
dc.subject | Primary health care | en_AU |
dc.subject | In-practice experience, | en_AU |
dc.subject | Change management | en_AU |
dc.subject | Social theory | en_AU |
dc.title | Transitions in general practice training: quantifying epidemiological variation in trainees’ experiences and clinical behaviours | en_AU |
dc.type | Journal article | en_AU |
dcterms.accessRights | Open Access | en_AU |
dcterms.license | Creative Commons Attribution licence | |
local.bibliographicCitation.issue | 1 | en_AU |
local.contributor.affiliation | Tran, Michael, School of Medicine, Western Sydney University | en_AU |
local.contributor.affiliation | Wearne, Susan, College of Health and Medicine, ANU | en_AU |
local.contributor.affiliation | Tapley, Amanda, University of Newcastle | en_AU |
local.contributor.affiliation | Fielding, Alison, School of Medicine and Public Health, University of Newcastle | en_AU |
local.contributor.affiliation | Davey, Andrew, University of Newcastle | en_AU |
local.contributor.affiliation | van Driel, Mieke, School of Medicine, The University of Queensland | en_AU |
local.contributor.affiliation | Holliday, Elizabeth G., University of Newcastle | en_AU |
local.contributor.affiliation | Ball, Jean, Hunter Medical Research Institute | en_AU |
local.contributor.affiliation | Fitzgerald, Kristen, General Practice Training Tasmania Regional Training Organisation | en_AU |
local.contributor.affiliation | Spike, Neil, University of Melbourne | en_AU |
local.contributor.affiliation | Magin, Parker J, University of Newcastle | en_AU |
local.contributor.authoremail | u5678735@anu.edu.au | en_AU |
local.contributor.authoruid | Wearne, Susan, u5678735 | en_AU |
local.description.notes | Imported from ARIES | en_AU |
local.identifier.absfor | 420304 - General practice | en_AU |
local.identifier.absseo | 200310 - Primary care | en_AU |
local.identifier.ariespublication | a383154xPUB25928 | en_AU |
local.identifier.citationvolume | 22 | en_AU |
local.identifier.doi | 10.1186/s12909-022-03178-0 | en_AU |
local.identifier.scopusID | 2-s2.0-85125155649 | |
local.identifier.uidSubmittedBy | a383154 | en_AU |
local.publisher.url | https://bmcmededuc.biomedcentral.com/ | en_AU |
local.type.status | Published Version | en_AU |
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