Collins Katie, Powell Samantha, Safdar Mariam, Babatolu Hadiza, Chopra Sarita, Scallan Samantha
Freelance GP & Medical Educator, Hampshire, UK.
Southampton GP Education Unit, University Hospitals Southampton, Southampton, UK.
Clin Teach. 2021 Oct;18(5):552-557. doi: 10.1111/tct.13410. Epub 2021 Aug 25.
Understanding the experience of training in an authentic and rich way can be a powerful driver to reviewing teaching and learning practice. GP educators in the Health Education England Wessex region decided to take this a step further and examine the equity of the experience of training, including trainees' thoughts and views about how that experience could be improved.
An online questionnaire survey was developed covering topics such as the perceived support needs of IMG (international medical graduate) trainees, trainees' experiences of discrimination, and their ideas for improvement. The survey focused on areas that were within the power of local educators to change, thereby enabling the results to drive improvement. The survey link was emailed to all trainees in our deanery via their training patches. Responses were anonymous.
One hundred and eighty-seven responses were received from a cohort of approximately 530 trainees-a response rate of 35%. Responses ranged from a limited awareness of additional support needs for trainees from different backgrounds, through to those who had experienced uncomfortable situations and those with clear ideas about improvements. The data have been used to trigger improvement discussions within patch teams and facilitate changes in practice.
The outcome of the work has led to change-from providing additional courses and support to raising awareness of trainees' experiences. The results have also been fed back to senior educators who manage training across the region.
以真实且丰富的方式理解培训经历，可能成为审视教学实践的强大动力。英格兰健康教育署韦塞克斯地区的全科医生教育工作者决定更进一步，审视培训经历的公平性，包括学员对如何改进这种经历的想法和观点。
设计了一份在线问卷调查，涵盖国际医学毕业生（IMG）学员的感知支持需求、学员的歧视经历以及他们的改进想法等主题。该调查聚焦于当地教育工作者有能力改变的领域，从而使调查结果能够推动改进。调查链接通过培训片区发送电子邮件给我们辖区内的所有学员。回复是匿名的。
从大约530名学员的群体中收到了187份回复，回复率为35%。回复内容从对不同背景学员额外支持需求的有限认知，到那些经历过不适情况的学员以及对改进有明确想法的学员。这些数据已被用于引发片区团队内部的改进讨论，并促进实践中的变革。
这项工作的成果带来了改变——从提供额外课程和支持到提高对学员经历的认识。结果也反馈给了管理该地区培训的高级教育工作者。
