College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia
College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia.
BMJ Open. 2021 Feb 15;11(2):e041110. doi: 10.1136/bmjopen-2020-041110.
Evidence in the literature suggests that satisfaction with postgraduate general practice (GP) training is associated with the quality of the educational environment. This study aimed to examine GP registrars' level of satisfaction with a distributed model of training in a regional educational environment and investigate the relationship between satisfaction and academic performance.
A longitudinal 3-year study was conducted among GP registrars at James Cook University using a sequential explanatory mixed methods research design. GP registrars' satisfaction was obtained using the scan of postgraduate educational environment domains tool. A focus group discussion was conducted to explore GP registrars' perceptions of satisfaction with the educational environment.
James Cook University General Practice Training (JCU GPT) programme.
Six hundred and fifty one (651) GP registrars enrolled between 2016 and 2018 at JCU GPT programme.
651 registrars completed the satisfaction survey between 2016 and 2018. Overall, 92% of the registrars were satisfied with the educational training environment. Registrars who had become fellows reported higher satisfaction levels compared with those who were still in training (mean=4.39 vs 4.20, p=0.001). However, academic performance had no impact on level of satisfaction with the educational environment. Similarly, practice location did not influence registrars' satisfaction rates. Four themes (rich rural/remote educational environment, supportive learning environment, readiness to continue with rural practice and practice culture) emerged from the thematic data analysis.
A clinical learning environment that focuses on and supports individual learning needs is vital for effective postgraduate medical training. This study suggests that JCU GPT programme's distributed model fostered a satisfying and supportive training environment with rich educational experiences that enhance retention of GP registrars in rural/remote North Queensland, Australia. The findings of this study may be applicable to other settings with similar training models.
文献中的证据表明，对研究生普通医学（GP）培训的满意度与教育环境的质量有关。本研究旨在调查 GP 住院医师在区域教育环境中对分布式培训模式的满意度水平，并探讨满意度与学业成绩之间的关系。
在詹姆斯库克大学（James Cook University），采用纵向 3 年研究，对 GP 住院医师使用研究生教育环境领域扫描工具进行研究。进行焦点小组讨论，以探讨 GP 住院医师对教育环境满意度的看法。
詹姆斯库克大学普通医学培训（JCU GPT）计划。
2016 年至 2018 年期间，JCU GPT 计划有 651 名 GP 住院医师入学。
651 名住院医师在 2016 年至 2018 年期间完成了满意度调查。总体而言，92%的住院医师对教育培训环境感到满意。与仍在培训中的住院医师相比，成为研究员的住院医师报告的满意度水平更高（平均=4.39 与 4.20，p=0.001）。然而，学业成绩对教育环境的满意度没有影响。同样，实践地点也不会影响住院医师的满意度。主题数据分析中出现了四个主题（丰富的农村/偏远教育环境、支持性的学习环境、继续从事农村实践的准备和实践文化）。
注重并支持个人学习需求的临床学习环境对于有效的研究生医学培训至关重要。本研究表明，JCU GPT 计划的分布式模式培养了一个令人满意和支持性的培训环境，提供了丰富的教育经验，增强了澳大利亚北昆士兰农村/偏远地区 GP 住院医师的留用率。本研究的结果可能适用于具有类似培训模式的其他环境。
