GP Trainees experience of learning opportunities and support mechanisms on the GP training programme: a qualitative study

Objectives: Providing quality care requires compassion, and encouraging caregivers to develop a patient-centred care relationship could be beneficial for both patients and caregivers. Such a goal can be achieved through mindfulness-based programmes, which can improve caregivers’ compassion and self-compassion. They are particularly relevant for caregivers, as they have a high risk of experiencing work-related burnout due to the high level of involvement required in their work. We hypothesised that a mindfulness training programme specifically focused on situations that are relevant for caregivers could improve patient–caregiver relationships and the care provided by the latter. Methods: We conducted a qualitative study with 10 interviews designed to explore the perceived psychological consequences of such training programmes amongst caregivers who experienced a mindfulness training programme specifically elaborated for the medical staff at APHP Sorbonne University (i.e., the Mindfulness Based (MB) CARE programme). Results: Content analysis results showed that the training had an overall positive impact on the caregivers’ ability to feel compassion toward their patients and themselves. The caregivers were more attentive to their patients and their needs, without being able to articulate how well they were paying attention to them. The programme also helped them develop kindness towards themselves and their patients. The participants were better able to accept more sympathetically the difficult experiences they might encounter in the workplace or those reported by their patients. Conclusions: We conclude that professional mindfulness training programmes could be operational levers for institutions aiming at fostering a more compassionate caregiver–patient relationship, which in turn, can improve the efficiency of care provision.

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The perspectives of physiotherapists on managing nonspecific low back pain following a training programme in cognitive functional therapy: A qualitative study

Musculoskeletal Care ◽

10.1002/msc.1370 ◽

2018 ◽

Vol 17 (1) ◽

pp. 79-90 ◽

Cited By ~ 9

Author(s):

Ian Cowell ◽

Peter O'Sullivan ◽

Kieran O'Sullivan ◽

Ross Poyton ◽

Alison McGregor ◽

...

Keyword(s):

Low Back Pain ◽

Back Pain ◽

Qualitative Study ◽

Training Programme ◽

Low Back ◽

Functional Therapy

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Using photography to enhance GP trainees’ reflective practice and professional development

Medical Humanities ◽

10.1136/medhum-2017-011203 ◽

2018 ◽

Vol 44 (3) ◽

pp. 158-164 ◽

Cited By ~ 5

Author(s):

Rutherford ◽

Emer Forde ◽

Jacqueline Priego-Hernandez ◽

Aurelia Butcher ◽

Clare Wedderburn

Keyword(s):

Professional Development ◽

Clinical Work ◽

Training Programme ◽

Self Awareness ◽

Self Reflection ◽

Practice Of Medicine ◽

Reflective Capacity ◽

Core Components ◽

Training Programmes ◽

Gp Training

The capacity and the commitment to reflect are integral to the practice of medicine and are core components of most general practitioners (GP) training programmes. Teaching through the humanities is a growing area within medical education, but one which is often considered a voluntary ‘add-on’ for the interested doctor. This article describes an evaluation of a highly innovative pedagogical project which used photography as a means to enhance GP trainees’ reflective capacity, self-awareness and professional development. Photography was used as a tool to develop GP trainees’ skills in recognising and articulating the attitudes, feelings and values that might impact on their clinical work and to enhance their confidence in their ability to deal with these concerns/issues. We submit that photography is uniquely well suited for facilitating insight and self-reflection because it provides the ability to record ‘at the touch of a button’ those scenes and images to which our attention is intuitively drawn without the need for—or the interference of—conscious decisions. This allows us the opportunity to reflect later on the reasons for our intuitive attraction to these scenes. These photography workshops were a compulsory part of the GP training programme and, despite the participants’ traditional scientific backgrounds, the results clearly demonstrate the willingness of participants to accept—even embrace—the use of art as a tool for learning. The GP trainees who took part in this project acknowledged it to be beneficial for both their personal and professional development.

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Postgraduate work-based learning: a qualitative study

Higher Education Skills and Work-based Learning ◽

10.1108/heswbl-08-2018-0081 ◽

2019 ◽

Vol 9 (4) ◽

pp. 637-649

Author(s):

Victoria Stewart ◽

Matthew Campbell ◽

Sara S. McMillan ◽

Amanda J. Wheeler

Keyword(s):

Qualitative Study ◽

Lived Experience ◽

Professional Practice ◽

Phenomenological Approach ◽

Learning Opportunities ◽

Limited Attention ◽

Content Type ◽

Postgraduate Students ◽

Interpretative Phenomenological Approach ◽

The Impact

Purpose The purpose of this paper is to explore the experiences of students and teachers who had participated in a postgraduate work-based praxis course within a Master of mental health practice qualification. Design/methodology/approach This qualitative study used an interpretative phenomenological approach to understand the lived experience of students and course convenors participating in a work-based praxis course. Seven students and two convenors were recruited. Interview and reflective portfolio data were analysed thematically. Findings The main themes identified were the importance of planning, the value of partnerships, the significance of learning in the workplace and how the facilitation of work-based learning differs from coursework. Originality/value Work-based learning within postgraduate coursework qualifications can support higher-level learning, knowledge and skills has received limited attention in the literature. This study supported the value of providing postgraduate students with work-based learning opportunities, resulting in the application of new or advanced skills, within their existing work roles. This study is important, because it provides insights into the student experience of postgraduate work-based learning and the impact of this learning on professional practice.

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Support mechanisms among older patients - a qualitative study from Pakistan

Injury Prevention ◽

10.1136/ip.2010.029215.446 ◽

2010 ◽

Vol 16 (Supplement 1) ◽

pp. A124-A124

Author(s):

S. M. Khan ◽

L. Laflamme

Keyword(s):

Qualitative Study ◽

Older Patients ◽

Support Mechanisms

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Interaction and learning in PhD supervision – a qualitative study of supervision with multiple supervisors

Dansk Universitetspædagogisk Tidsskrift ◽

10.7146/dut.v8i14.7174 ◽

2013 ◽

Vol 8 (14) ◽

pp. 13-25

Author(s):

Sofie Kobayashi ◽

Brian Grout ◽

Camilla Østerberg Rump

Keyword(s):

Qualitative Study ◽

Life Science ◽

Learning Opportunities ◽

Positioning Theory ◽

Science Faculty ◽

Phd Supervision ◽

Supervisory Process

This paper presents a case of a single PhD supervision session with multiple supervisors from a life science faculty. The aim is to identify how learning opportunities are created. The supervisors and PhD student were interviewed about their experiences of the supervisory process. The session was analysed using positioning theory. Learning opportunities were created through the diverging voices of the supervisors. This is apparent from the interaction and confirmed in the interviews.Denne artikel omhandler en analyse af en vejledningssituation med flere vejledere fra et naturvidenskabeligt fakultet med det formål at identificere, hvordan der skabes læringsmuligheder gennem vejledningen. Sessionen blev analyseret vha. positioneringsteori, og vejledere og ph.d.-studerende blev efterfølgende interviewet om deres oplevelser af vejledningsforløbet. Læringsmuligheder skabes gennem divergerende stemmer i vejledningen, hvilket blev bekræftet gennem interviews.

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The experiences of adult nursing students completing a placement during the COVID-19 pandemic

British Journal of Nursing ◽

10.12968/bjon.2021.30.21.1250 ◽

2021 ◽

Vol 30 (21) ◽

pp. 1250-1255

Author(s):

Noreen Cushen-Brewster ◽

Anne Barker ◽

Paul Driscoll-Evans ◽

Lynne Wigens ◽

Helen Langton

Keyword(s):

Nursing Students ◽

Transition Period ◽

Personal Responsibility ◽

Learning Opportunities ◽

Clinical Placement ◽

Structured Interviews ◽

Innovative Learning ◽

Support Mechanisms ◽

Virtual Platform ◽

Insight Into

Background: The emergency measures implemented by the Nursing and Midwifery Council in response to the COVID-19 pandemic provided nursing students in their final 6 months of study with the opportunity to complete a paid consolidation clinical placement and thus increase their personal responsibility for the care they delivered under supervision. Aim: To explore the experiences of third-year nursing students who completed their final clinical placement during the COVID-19 pandemic. Methods: Semi-structured interviews were conducted via a virtual platform. Findings: Three themes were identified: the importance of support mechanisms, the development of confidence, and innovative learning opportunities. Students reported improved confidence in the transition period to registered practitioner and felt well supported, which enabled them to take greater responsibility. Conclusion: This study provided insight into the experience of nursing students during the COVID-19 pandemic, and found that support mechanisms, and a sense of belonging, helped to increase their confidence in clinical practice.

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The influence of training experiences on career intentions of the future GP workforce: a qualitative study of new GPs in England

British Journal of General Practice ◽

10.3399/bjgp19x703877 ◽

2019 ◽

Vol 69 (685) ◽

pp. e578-e585 ◽

Cited By ~ 5

Author(s):

Sharon Spooner ◽

Louise Laverty ◽

Kath Checkland

Keyword(s):

Primary Care ◽

General Practice ◽

Qualitative Study ◽

Focus Groups ◽

Early Career ◽

Situational Analysis ◽

Career Intentions ◽

Training Programmes ◽

The Uk ◽

Gp Training

BackgroundThe capacity of the UK GP workforce has not kept pace with increasing primary care workloads. Although many doctors successfully complete GP specialty training programmes, some do not progress to work in NHS general practice.AimThis article explores the training experiences and perceptions of newly qualified GPs to understand how their education, training, and early experiences of work influence their career plans.Design and settingA qualitative study of doctors in their final year of GP training (ST3) and within 5 years of completion of GP training (F5).MethodParticipants across England were recruited through training programmes, First5 groups, and publicity using social media and networks. Open narrative interviews were conducted with individuals and focus groups. Audiorecorded interviews were transcribed, and a thematic analysis was supported by NVivo and situational analysis mapping techniques.ResultsFifteen participants engaged in individual interviews and 10 focus groups were carried out with a total of 63 participants. Most doctors reported that training programmes had prepared them to deal confidently with most aspects of routine clinical GP work. However, they felt underprepared for the additional roles of running a practice and in their understanding of wider NHS organisational structures. Doctors wished to avoid unacceptably heavy workloads and voiced concerns about the longer-term sustainability of general practice.ConclusionStrategies to attract and retain enough GPs to support delivery of comprehensive primary care should consider how doctors’ early career experiences influence their career intentions. A coherent plan is needed to improve their preparation and increase confidence that they can achieve a professionally satisfying, effective, and sustainable career in NHS general practice.

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Pedagogical Uses of Digital Technologies by Pre and In-Service Teachers: Literature Review from a Global Perspective to the Chilean Context

Proceedings ◽

10.3390/proceedings2211335 ◽

2018 ◽

Vol 2 (21) ◽

pp. 1335

Author(s):

Angela Novoa-Echaurren ◽

Alejandra Canales-Tapia

Keyword(s):

Information And Communication Technologies ◽

Teaching And Learning ◽

Training Programme ◽

Learning Opportunities ◽

Research Literature ◽

Global Perspective ◽

Education Professionals ◽

Governmental Organizations ◽

Non Governmental Organizations ◽

Use Of Technology

The broad integration of information and communication technologies (ICT) in students’ and teachers’ lives requires education professionals to think of new ways to provide teaching and learning opportunities. Public and institutional policies, non-governmental organizations and technological innovation companies demonstrate a clear intention to incorporate ICT in schools. This situation leads to new demands on teachers who need to reflect on how to offer teaching and learning provisions with ICT to maximise student-learning gains. This paper focuses on the implications of the new educational landscape to the training and support of Chilean pre-service and in-service teachers. Our work discusses the research literature that deals with the rise of “new” ICT pedagogies, the relationship between them and the notion of active student participation. We suggest that it is important to prepare teachers earlier in their teacher-training programme and during their professional development in the pedagogical use of technology. In particular, pre-service and in-service teachers should be provided with learning opportunities that help them to understand and practice the skills of pedagogic planning and the evaluation of the educative possibilities of ICT.

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