Doyle Claire, Tobin Anne-Marie, Foley Tony
Department of Dermatology, South Infirmary Victoria University Hospital, Co. Cork, Ireland.
Department of Dermatology, Tallaght University Hospital, Dublin, Ireland.
Skin Health Dis. 2025 Jun 25;5(4):273-280. doi: 10.1093/skinhd/vzaf043. eCollection 2025 Aug.
Despite a high frequency of presentations of skin disease in primary care, research has demonstrated a paucity of dermatology teaching in the medical school curriculum and a variable level of postgraduate dermatology teaching in general practice training. While it is clear that general practitioner (GP) trainees feel they would benefit from additional dermatology teaching, there is a gap in the literature regarding the factors that influence their learning.
The aim of this study was to identify and examine factors that influence the dermatology learning of GP trainees.
A qualitative study of GP trainees in their third and fourth year of their training scheme practising in Ireland was undertaken. Full ethical approval was obtained prior to commencement. Semi-structured interviews were conducted with participants via Microsoft Teams. Participants were sampled using a combination of purposive, convenience and snowball sampling. Interviews were audio-recorded and transcribed verbatim. Data were analysed inductively by employing thematic analysis.
Fourteen GP trainees from five GP training schemes in Ireland participated in the study. Emergent themes identified factors that influence the dermatology learning of GP trainees in Ireland. These factors include experiential learning, competing demands, the clinical learning environment and mixed emotions towards dermatology. These influences mainly had a positive effect on the dermatology learning of trainees but certain competing demands such as time and incongruent teaching were felt to hinder their learning.
This study broadens our understanding of factors that influence the dermatology learning of GP trainees. Findings generated from this study may be utilized to improve the clinical learning environment and inform the dermatology curriculum of GP trainees.
尽管基层医疗中皮肤病就诊率很高，但研究表明，医学院课程中的皮肤病学教学匮乏，全科医学培训中的研究生皮肤病学教学水平参差不齐。虽然全科医生（GP）学员明确表示他们会从额外的皮肤病学教学中受益，但关于影响他们学习的因素，文献中存在空白。
本研究的目的是识别和考察影响GP学员皮肤病学学习的因素。
对爱尔兰正在参加培训计划第三年和第四年的GP学员进行了一项定性研究。在研究开始前获得了全面的伦理批准。通过微软团队对参与者进行了半结构化访谈。采用目的抽样、便利抽样和滚雪球抽样相结合的方式对参与者进行抽样。访谈进行了录音，并逐字转录。采用主题分析法对数据进行归纳分析。
来自爱尔兰五个GP培训计划的14名GP学员参与了该研究。新出现的主题确定了影响爱尔兰GP学员皮肤病学学习的因素。这些因素包括体验式学习、相互竞争的需求、临床学习环境以及对皮肤病学的复杂情感。这些影响主要对学员的皮肤病学学习产生了积极作用，但某些相互竞争的需求，如时间和不一致的教学，被认为会阻碍他们的学习。
本研究拓宽了我们对影响GP学员皮肤病学学习因素的理解。本研究产生的数据可用于改善临床学习环境，并为GP学员的皮肤病学课程提供参考。
