GP trainees' perceptions on learning EBM using conversations in the workplace: a video-stimulated interview study.

Area of Science:

• Medical Education
• General Practice Training
• Evidence-Based Medicine

Background:

• Practicing evidence-based medicine (EBM) requires integrating evidence, patient preferences, and clinical expertise.
• Learning conversations between general practitioner (GP) supervisors and trainees are key workplace learning tools in general practice training.

Purpose of the Study:

• To explore GP trainees' perceptions of their evidence-based medicine (EBM) learning processes during workplace learning conversations.
• To identify factors influencing EBM learning within the GP training context.

Main Methods:

• Semi-structured, video-stimulated elicitation interviews were conducted with 22 GP trainees in the Netherlands and Belgium.
• Interview recordings were transcribed verbatim and analyzed using NVivo software following an inductive approach.

Main Results:

• Trainees viewed learning conversations as beneficial for EBM learning and discussion.
• Effective EBM learning activities included discussing evidence, applying it to cases, and integrating supervisor experience and local context.
• Optimal EBM learning necessitates specific trainee and supervisor behaviors, including well-substantiated, applicable answers from supervisors and focused questions from trainees.
• A safe, open discussion environment is crucial for effective EBM learning.

Conclusions:

• Learning conversations are perceived as valuable for EBM learning in general practice.
• Enhancing EBM learning requires optimizing behavioral and contextual factors within these supervisory discussions.