How does GP training impact rural and remote underserved communities? Exploring community and professional perceptions

Abstract

Background Substantial government funding has been invested to support the training of General Practitioners (GPs) in Australia to serve rural communities. However, there is little data on the impact of this expanded training on smaller communities, particularly for smaller rural and more remote communities. Improved understanding of the impact of training on underserved communities will assist in addressing this gap and inform ongoing investment by governments and communities. Method A purposive sample of GP supervisors, GP registrars, practice managers and health services staff, and community members ( n = 40) from previously identified areas of workforce need in rural and remote North-West Queensland were recruited for this qualitative study. Participants had lived in their communities for periods ranging from a few months to 63 years (Median = 12 years). Semi-structured interviews and a focus group were conducted to explore how establishing GP training placements impacts underserved communities from a health workforce, health outcomes, economic and social perspective. The data were then analysed using thematic analysis. Results Participants reported they perceived GP training to improve communities’ health services and health status (accessibility, continuity of care, GP workforce, health status, quality of health care and sustainable health care), some social factors (community connectedness and relationships), cultural factors (values and identity), financial factors (economy and employment) and education (rural pathway). Further, benefits to the registrars (breadth of training, community-specific knowledge, quality of training, and relationships with the community) were reported that also contributed to community development. Conclusion GP training and supervision is possible in smaller and more remote underserved communities and is perceived positively. Training GP registrars in smaller, more remote communities, matches their training more closely with the comprehensive primary care services needed by these communities.

Prevalence and associations of provision of nursing home visits and home visits by early‐career specialist general practitioners

“…This is thought to be particularly so in rural and remote communities where, often, populations are older and GP workforce more thinly distributed. 14,15 In an earlier study of Australian earlycareer specialist GPs, associations of provision of NHVs and HVs with rurality were not significant. 1 We aimed to examine the NHV and HV practice of early-career specialist GPs.…”

“…An understanding of the current practice patterns of early‐career GPs is essential in planning for future community NHV and HV provision. This is thought to be particularly so in rural and remote communities where, often, populations are older and GP workforce more thinly distributed 14,15 . In an earlier study of Australian early‐career specialist GPs, associations of provision of NHVs and HVs with rurality were not significant 1 .…”

Linked color imaging combined with Kyoto Classification of Gastritis to establish a training model for general practitioners with a special interest in digestive diseases: a quantitative study of general practitioner training in China

“…Concerning the actual status in China, it is imperative to explore an effective GP training model, improve the sub-specialty ability of GPs, and cultivate GPs with a special interest [21][22][23][24][25][26] .…”

Comparison of performance outcomes after general practice training in remote and rural or regional locations in Australia

“…General practice training is provided in geographically diverse locations across Australia to promote the development of the rural and remote medical workforce. Training in rural and remote locations supports learning locally required types of medical practice and builds both social and professional connections that increase the likelihood of trainees later practising in these communities 1,2 . The remote learning model appears to be successful, 3 but a 2020 scoping review found only limited evidence for the equivalence of learning outcomes after training in remote or less remote locations 4 .…”