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How best to assist struggling trainees? Developing an evidence-based framework to guide support interventions.
Fiona Patterson1, Alec Knight, Fleur Stewart
1University of Cambridge and Work Psychology Group, 27 Brunel Parkway, Pride Park, Derbyshire DE24 8HR, UK. f.patterson@workpsychologygroup.com.
Summary
Supporting struggling specialty trainees requires enhancing their self-awareness of knowledge gaps and communication skills. Timely, sensitive feedback from multiple sources is crucial for effective interventions and improved training outcomes.
Area of Science:
- Medical Education Research
- Qualitative Study Design
- Specialty Training Support
Background:
- Specialty trainees face unique challenges post-foundation training.
- Identifying and addressing these difficulties is vital for successful career progression.
- Support systems for struggling trainees require thorough investigation.
Purpose of the Study:
- To explore typical problems encountered by specialty trainees.
- To understand the causes of these difficulties.
- To identify effective support methods for struggling trainees.
Main Methods:
- Qualitative interviews with 20 individuals assisting GP trainees.
- Content analysis of interview field notes.
- Framework validation by 32 independent GP trainers.
Main Results:
- Four main difficulty categories identified: clinical skills, exam performance, consultation effectiveness, and training engagement.
- Specific issues within each category were detailed.
- Multiple support sources, including trainers and coaching, were identified for each difficulty.
Conclusions:
- Enhancing trainee self-awareness of knowledge and communication gaps is key.
- Sensitive, timely feedback from various sources is essential.
- Local Education and Training Boards should support trainers in assisting struggling trainees.
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