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Excellence by Design? Resident Doctors' Perceptions of Curriculum Transition
William McKeown1,2, Camille Harron3, Mairead Boohan2
1Consultant Geriatrician, Antrim Area Hospital.
Background:
Resident doctors (RDs) transition to new training curricula on several occasions throughout their medical careers. We evaluated the perceptions of RDs who had transitioned to new training curricula.
Methods:
A qualitative approach was adopted to understand RDs' perceptions of curriculum transition (CT). RDs in stage two of internal medicine training (IMT) in Northern Ireland who had moved to a new training curriculum in the past 18 months were invited to participate in focus groups.
Results:
16 RDs participated in four focus groups. Data were transcribed and underwent thematic analysis. RDs have high levels of uncertainty about their new training curricula. CT was found to have a negative emotional impact on RDs and be influenced by individual factors. Peer support was highly valued by RDs. RD-led solutions for improving CT were identified.
Conclusions:
RDs are significantly impacted by CT and have valuable insights into improving the process of CT.
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