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Exploring rural medical education: a study of Canadian key informants
Brenton L G Button1, Hoi Cheu2, Mirella Stroink3
1Northern Ontario School of Medicine, Thunder Bay, Ontario, Canada; Medical Education Research Lab in the North, Thunder Bay, Ontario, Canada; and Faculty of Education, University of Winnipeg, Winnipeg, Manitoba, Canada blbutton@lakeheadu.ca.
Introduction:
Recruiting and retaining primary healthcare professionals is a global healthcare problem. Some countries have been using medical education as a strategy to aid in the recruitment and retention of these healthcare professionals. The purpose of this study is to engage with key informants and explore the learning processes that support medical students to prepare for a rural career.
Methods:
Seven key informants with extensive experience in rural medical education participated in semi-structured interviews. The interviews were audio-recorded and professionally transcribed. Transcripts were analyzed using thematic analysis.
Results:
Four key themes were identified. Respondents discussed the different ways they conceptualized 'rural'. Informants suggested that relationships could either be barriers or facilitators to rural practice and that certain educational strategies were necessary to help train students for rural careers. Finally, informants discussed different characteristics that rural physicians need.
Conclusion:
The finding of this study suggests that preparing students for rural practice requires a multifaceted approach. Specifically, using certain educational strategies, pre-selecting or developing certain characteristics in students, and helping students develop relationships that attach them to a community or support working in a rural community are warranted.
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