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Barriers and enablers for implementing general practice training
Susan Wearne1, Sarah Giles, Alex Hope
1Centre for Remote Health, Alice Springs, Northern Territory. Susan.Wearne@flinders.edu.au
Australian Family Physician
|April 2, 2004
Summary
Implementing the Australian College of Rural and Remote Medicine (ACRRM) curriculum in the Northern Territory (NT) requires addressing barriers to registrar learning and balancing service provision with educational opportunities for general practice trainees.
Area of Science:
- Medical Education
- Rural Health
- General Practice Training
Background:
- The Australian College of Rural and Remote Medicine (ACRRM) curriculum is tailored for rural and remote general practice in Australia.
- This study investigated the feasibility of implementing the ACRRM curriculum within the unique context of the Northern Territory (NT).
Purpose of the Study:
- To explore the potential for implementing the ACRRM curriculum in the Northern Territory.
- To identify barriers and facilitators for curriculum delivery and adoption.
Main Methods:
- Qualitative study involving interviews with 42 doctors involved in teaching or studying the ACRRM curriculum.
- Exploration of predicted barriers, strategies for overcoming them, and models for curriculum delivery.
Main Results:
- Key themes included recognition of the ACRRM fellowship, curriculum structure and content, and curriculum utilization.
- The current curriculum appeared peripheral to the daily activities of registrars and supervisors.
- Specific barriers to registrar learning in the NT were identified.
Conclusions:
- The project identified strategies for better balancing service provision with educational opportunities for general practitioners in training.
- Specific strategies were developed for the effective delivery of the ACRRM curriculum in the Northern Territory.