'I'm definitely more confident now': a qualitative study exploring how GP trainees learn about dermatology

Area of Science:

• Medical Education
• Dermatology Training
• Primary Care Research

Background:

• Primary care frequently encounters skin diseases, yet medical curricula offer limited dermatology education.
• Postgraduate dermatology training for general practitioner (GP) trainees is inconsistent.
• GP trainees express a need for enhanced dermatology teaching, highlighting a gap in understanding learning influences.

Purpose of the Study:

• To identify and analyze factors impacting dermatology learning among GP trainees.
• To explore the educational experiences of GP trainees in dermatology.

Main Methods:

• Qualitative study involving semi-structured interviews with 14 GP trainees in their third and fourth years of training in Ireland.
• Thematic analysis was used to inductively analyze verbatim interview transcripts.
• Participants were recruited using purposive, convenience, and snowball sampling methods.

Main Results:

• Key factors influencing dermatology learning include experiential learning, competing demands (e.g., time constraints), the clinical learning environment, and trainees' emotional responses to dermatology.
• While experiential learning and a supportive environment positively impacted learning, time pressures and mismatched teaching negatively affected it.
• Trainees reported a mix of positive and negative influences on their dermatology skill development.

Conclusions:

• This research enhances understanding of the multifaceted factors affecting GP trainee dermatology education.
• Findings can inform improvements to the clinical learning environment and the dermatology curriculum for GP trainees.
• Addressing competing demands and optimizing teaching congruence are crucial for effective dermatology training in primary care.