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Identifying threshold concepts in postgraduate general practice training: a focus group, qualitative study.

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This study identified twenty threshold concepts (TCs) crucial for postgraduate medical education in general practice. Incorporating these TCs can enhance physician training and role formation.

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Area of Science:

  • Medical Education
  • General Practice
  • Physician Training

Background:

  • Postgraduate medical education (PGME) in general practice requires understanding complex learning thresholds.
  • Identifying key concepts that transform learning is essential for effective physician training.

Purpose of the Study:

  • To identify threshold concepts (TCs) for physicians in general practice postgraduate medical education.
  • To understand the transformative learning experiences in general practice training.

Main Methods:

  • An explorative qualitative study using focus group interviews (65 min).
  • Thematic analysis was employed to identify heuristic threshold concepts from participant descriptions of transformative learning experiences.
  • Fifty participants, including trainees and educators, from Aotearoa/New Zealand were involved.

Main Results:

  • Twenty threshold concepts (TCs) were derived, presented in memorable proverbial form.
  • Examples include 'Money makes the practice go round,' 'Embrace the uncertainty,' and 'The relationship is worth a thousand consults.'
  • These TCs align with the core competencies of general practice PGME in Aotearoa/New Zealand.

Conclusions:

  • Participants readily identified transformative and challenging moments in their general practice PGME.
  • The identified TCs, many newly discovered, are rooted in the doctor-patient relationship and general practice context.
  • Integrating these TCs into PGME can facilitate earlier grasp of learning thresholds and aid in physician identity formation.