Learning objectives of Belgian general practitioner trainees regarding their hospital training: A qualitative study

Abstract

Background In Europe, hospital training is integrated in the postgraduate curriculum of General Practitioners (GPs) according to the European Directives. However, little is known about the specific learning objectives of GP trainees during this training. Objectives This exploratory study investigated GP trainees’ expected learning objectives for their hospital training and the factors influencing the learning process. Methods Semi-structured interviews were conducted in three focus groups consisting of first-year GP trainees before their hospital training. Data were coded thematically and analysed in NVivo. Results A total of 22 Belgian GP trainees (55% females, average age of 26.2 years) were interviewed. Three major themes emerged: learning objectives, factors influencing learning and organisational aspects. GP trainees mainly wanted to improve their knowledge of common conditions by conducting consultations and follow certain patients’ hospitalisation trajectory. Emergency medicine or internal medicine was the preferred specialty. Other GP trainees wanted to learn more about some specific conditions. Conversely, an overloaded work schedule was dreaded to hinder effective learning. Regular meetings and supervision from their hospital trainer were deemed crucial to strengthen GP trainees’ learning trajectory. Conclusion GP trainees wanted to learn more about both common conditions and some specific conditions. Their previous year in a GP setting strengthened their confidence and facilitated purposeful learning. Relieving GP trainees from administrative tasks when working as supplementary doctors could strike a better balance between the continuity of the clinical department and their personal learning objectives.

How to Evaluate Online Education for General Practitioners: Development of a Tailored Questionnaire for Heart Failure Education

“…Belgian GP trainees follow a 3-year postgraduate program 32 and largely operate as autonomous physicians. 33 They are therefore also important actors to consider in health implementation processes. Second, our question items sometimes straddle the gray area between the concepts of self-efficacy and self-competence, wherein self-efficacy is defined as a person's judgments of his or her capabilities to organize and execute courses of actions required to attain designated types of performance and perceived competence as the extent to which a person feels he or she has the necessary attributes to succeed.…”