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'There is a chance you can just avoid the topic altogether': registrars' perceptions of learning about health
Emma Rotheram1, Chris Mair1, Carey Lunan2
1Medical Directorate, NHS Education for Scotland, Glasgow, Scotland.
Background:
General Practitioners (GPs) play a role in mitigating health inequalities and GP training must enable the development of the relevant knowledge, skills and attitudes to meet population needs.
Methods:
As part of a review of Health Inequalities (HI) education for GP registrars in Scotland, we undertook three focus groups exploring registrars' perceptions and experiences of navigating health inequalities in practice and their perception of their training for this. Reflexive thematic analysis was utilised to analyse our data, underpinned by a lens of Transformative Learning (TL) theory.
Results:
TL enabled 4 key themes to emerge: 1. The current inequity of opportunity for health inequalities learning across Scotland and between practices. 2. How learning about health inequalities is conceptualised can limit opportunities for transformative learning, 3. The importance of learner-centred approaches 4. The need to consciously 'design in' HI education to GP training.
Conclusion:
These focus groups have informed the development of our future health inequalities educational provision. Furthermore, they have highlighted transferable considerations for GP training, especially how GP registrars might be supported to capitalise on the transformative learning experiences encountered in training to create a 'fit for the future' GP workforce.
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