The transition to consultant: Identifying gaps in higher specialist training

Abstract

Background New consultants consistently feel better prepared for the clinical rather than non-clinical aspects of their role. However, deficiencies in generic competencies have been linked to burnout and patient complaints. This study explored how higher specialty training prepares doctors for the transition to consultant in genitourinary medicine. Results New consultants felt less prepared for non-clinical aspects of their role. Prior practical experience was the greatest influencing factor in levels of preparedness, with increased responsibility and leadership driving deeper learning. Observation of others helped individuals develop a professional identity but also learn about the wider processes within their service. The learning environment positively influenced preparedness but highlighted a need for dedicated time to learn non-clinical aspects. Conclusion To ensure future trainees feel prepared for the non-clinical aspects of the consultant role, practical experience of nonclinical areas with high levels of leadership and responsibility within a supportive learning environment is essential.

‘Thrown in at the deep end’: a qualitative analysis into the transition from trainee to consultant during the COVID-19 pandemic and lessons for the future

“…Studies on career transitions suggest that new consultants often feel well prepared for their clinical roles. 1 , 2 , 26 However, some participants in our study felt unprepared after disrupted training. This is an important finding because self-perceived unpreparedness is associated with burnout.…”

“…Before COVID-19, new consultants often felt that their specialty training prepared them well for their clinical role. 1 2 However, the delivery of anaesthetic and intensive care training in the UK was significantly affected by the pandemic. 3 , 4 , 5 National surgical activity decreased to less than half at the peak of the pandemic with elective surgery especially reduced.…”

Exploring residents and supervisors’ workplace learning needs during postgraduate medical education

“… 7 , 24 In addition to defining discipline-specific competencies as training objectives, there is a growing need to foster the development of transferable skills, which are increasingly important for physicians in the current medical landscape. 25 …”

The need for a course to complete urological education for consultant practice using a simulated ‘boot camp’ structure at the end of specialist training: A survey-based study

“…[1][2][3] Studies have regularly shown that new consultants have been better trained for the clinical components of their job than for the non-clinical aspects, such as job planning, personnel, time and financial management and complaint handling. [2][3][4][5] The international incidence of burnout amongst surgeons is high amongst new consultants and has been connected to a perceived lack of preparedness for many of the non-clinical competencies expected of a new consultant. 6,7 The Urology Curriculum of 2021 constitutes requirements in training to achieve a certificate of completion of training (CCT) in Urology, 8 specifying the professional standards and clinical capabilities, expected of a fully trained day-one consultant urologist.…”

“…Transitioning from a specialist trainee (ST) to a consultant can be one of the most difficult moves a doctor can make. [1][2][3] Studies have regularly shown that new consultants have been better trained for the clinical components of their job than for the non-clinical aspects, such as job planning, personnel, time and financial management and complaint handling. [2][3][4][5] The international incidence of burnout amongst surgeons is high amongst new consultants and has been connected to a perceived lack of preparedness for many of the non-clinical competencies expected of a new consultant.…”