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Titulo Artículo:
Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK.
Resumen:
Objectives To explore trainee doctors’ experiences of the transition to trained doctor, we answer three questions: (1) What multiple and multidimensional transitions (MMTs) are experienced as participants move from trainee to trained doctor? (2) What facilitates and hinders doctors’ successful transition experiences? (3) What is the impact of MMTs on trained doctors? Design A qualitative longitudinal study underpinned by MMT theory. Setting Four training areas (health boards) in the UK. Participants 20 doctors, 19 higher-stage trainees within 6 months of completing their postgraduate training and 1 staff grade, associate specialist or specialty doctor, were recruited to the 9-month longitudinal audio-diary (LAD) study. All completed an entrance interview, 18 completed LADs and 18 completed exit interviews. Methods Data were analysed cross-sectionally and longitudinally using thematic Framework Analysis. Results Participants experienced a multiplicity of expected and unexpected, positive and negative work-related transitions (eg, new roles) and home-related transitions (eg, moving home) during their trainee–trained doctor transition. Factors facilitating or inhibiting successful transitions were identified at various levels: individual (eg, living arrangements), interpersonal (eg, presence of supportive relationships), systemic (eg, mentoring opportunities) and macro (eg, the curriculum provided by Medical Royal Colleges). Various impacts of transitions were also identified at each of these four levels: individual (eg, stress), interpersonal (eg, trainees’ children spending more time in childcare), systemic (eg, spending less time with patients) and macro (eg, delayed start in trainees’ new roles).
Fecha de publicación:
2017.
Autores :
Divya Jindal-Snape;
Jill Morrison;
Janine Muldoon;
Gillian Needham;
Sabina Siebert;
Charlotte Rees;
Lisi Gordon;
Autor corporativo:
BMJ Open,
Editores:
Otra ;
Signatura Topográfica:
11
Idioma:
Inglés
Páginas:
1
ISBN:
2044-6055
Existencias:
12
Palabras claves:
Medical educators
Trained Doctor
Longitudinal study
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK.
Resumen:
Objectives To explore trainee doctors’ experiences of the transition to trained doctor, we answer three questions: (1) What multiple and multidimensional transitions (MMTs) are experienced as participants move from trainee to trained doctor? (2) What facilitates and hinders doctors’ successful transition experiences? (3) What is the impact of MMTs on trained doctors? Design A qualitative longitudinal study underpinned by MMT theory. Setting Four training areas (health boards) in the UK. Participants 20 doctors, 19 higher-stage trainees within 6 months of completing their postgraduate training and 1 staff grade, associate specialist or specialty doctor, were recruited to the 9-month longitudinal audio-diary (LAD) study. All completed an entrance interview, 18 completed LADs and 18 completed exit interviews. Methods Data were analysed cross-sectionally and longitudinally using thematic Framework Analysis. Results Participants experienced a multiplicity of expected and unexpected, positive and negative work-related transitions (eg, new roles) and home-related transitions (eg, moving home) during their trainee–trained doctor transition. Factors facilitating or inhibiting successful transitions were identified at various levels: individual (eg, living arrangements), interpersonal (eg, presence of supportive relationships), systemic (eg, mentoring opportunities) and macro (eg, the curriculum provided by Medical Royal Colleges). Various impacts of transitions were also identified at each of these four levels: individual (eg, stress), interpersonal (eg, trainees’ children spending more time in childcare), systemic (eg, spending less time with patients) and macro (eg, delayed start in trainees’ new roles).
Fecha de publicación:
2017.
Autores :
Divya Jindal-Snape;
Jill Morrison;
Janine Muldoon;
Gillian Needham;
Sabina Siebert;
Charlotte Rees;
Lisi Gordon;
Autor corporativo:
BMJ Open,
Editores:
Otra ;
Signatura Topográfica:
11
Idioma:
Inglés
Páginas:
1
Existencias:
12
Palabras claves:
Medical educators
Trained Doctor
Longitudinal study
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK.
Resumen:
Objectives To explore trainee doctors’ experiences of the transition to trained doctor, we answer three questions: (1) What multiple and multidimensional transitions (MMTs) are experienced as participants move from trainee to trained doctor? (2) What facilitates and hinders doctors’ successful transition experiences? (3) What is the impact of MMTs on trained doctors? Design A qualitative longitudinal study underpinned by MMT theory. Setting Four training areas (health boards) in the UK. Participants 20 doctors, 19 higher-stage trainees within 6 months of completing their postgraduate training and 1 staff grade, associate specialist or specialty doctor, were recruited to the 9-month longitudinal audio-diary (LAD) study. All completed an entrance interview, 18 completed LADs and 18 completed exit interviews. Methods Data were analysed cross-sectionally and longitudinally using thematic Framework Analysis. Results Participants experienced a multiplicity of expected and unexpected, positive and negative work-related transitions (eg, new roles) and home-related transitions (eg, moving home) during their trainee–trained doctor transition. Factors facilitating or inhibiting successful transitions were identified at various levels: individual (eg, living arrangements), interpersonal (eg, presence of supportive relationships), systemic (eg, mentoring opportunities) and macro (eg, the curriculum provided by Medical Royal Colleges). Various impacts of transitions were also identified at each of these four levels: individual (eg, stress), interpersonal (eg, trainees’ children spending more time in childcare), systemic (eg, spending less time with patients) and macro (eg, delayed start in trainees’ new roles).
Autores:
Divya Jindal-Snape
,
Jill Morrison
,
Janine Muldoon
,
Gillian Needham
,
Sabina Siebert
,
Charlotte Rees
,
Lisi Gordon
,
.
Titulo Revista:
BMJ Open,
.
Numero:
11
Volumen:
7
Fecha de publicación:
2017.
Base de Datos Bibliográfica:
Otra ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
12
ISBN:
2044-6055
Palabras claves:
Medical educators
Trained Doctor
Longitudinal study
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Título Otra :
Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK.
Resumen:
Objectives To explore trainee doctors’ experiences of the transition to trained doctor, we answer three questions: (1) What multiple and multidimensional transitions (MMTs) are experienced as participants move from trainee to trained doctor? (2) What facilitates and hinders doctors’ successful transition experiences? (3) What is the impact of MMTs on trained doctors? Design A qualitative longitudinal study underpinned by MMT theory. Setting Four training areas (health boards) in the UK. Participants 20 doctors, 19 higher-stage trainees within 6 months of completing their postgraduate training and 1 staff grade, associate specialist or specialty doctor, were recruited to the 9-month longitudinal audio-diary (LAD) study. All completed an entrance interview, 18 completed LADs and 18 completed exit interviews. Methods Data were analysed cross-sectionally and longitudinally using thematic Framework Analysis. Results Participants experienced a multiplicity of expected and unexpected, positive and negative work-related transitions (eg, new roles) and home-related transitions (eg, moving home) during their trainee–trained doctor transition. Factors facilitating or inhibiting successful transitions were identified at various levels: individual (eg, living arrangements), interpersonal (eg, presence of supportive relationships), systemic (eg, mentoring opportunities) and macro (eg, the curriculum provided by Medical Royal Colleges). Various impacts of transitions were also identified at each of these four levels: individual (eg, stress), interpersonal (eg, trainees’ children spending more time in childcare), systemic (eg, spending less time with patients) and macro (eg, delayed start in trainees’ new roles).
Autores :
Divya Jindal-Snape;
Jill Morrison;
Janine Muldoon;
Gillian Needham;
Sabina Siebert;
Charlotte Rees;
Lisi Gordon;
Autor corporativo:
BMJ Open,
Fecha de publicación:
2017.
Tipo :
Otra .
Idioma:
Inglés
Palabras claves:
Medical educators
Trained Doctor
Longitudinal study
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Título Otra :
Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK.
Resumen:
Objectives To explore trainee doctors’ experiences of the transition to trained doctor, we answer three questions: (1) What multiple and multidimensional transitions (MMTs) are experienced as participants move from trainee to trained doctor? (2) What facilitates and hinders doctors’ successful transition experiences? (3) What is the impact of MMTs on trained doctors? Design A qualitative longitudinal study underpinned by MMT theory. Setting Four training areas (health boards) in the UK. Participants 20 doctors, 19 higher-stage trainees within 6 months of completing their postgraduate training and 1 staff grade, associate specialist or specialty doctor, were recruited to the 9-month longitudinal audio-diary (LAD) study. All completed an entrance interview, 18 completed LADs and 18 completed exit interviews. Methods Data were analysed cross-sectionally and longitudinally using thematic Framework Analysis. Results Participants experienced a multiplicity of expected and unexpected, positive and negative work-related transitions (eg, new roles) and home-related transitions (eg, moving home) during their trainee–trained doctor transition. Factors facilitating or inhibiting successful transitions were identified at various levels: individual (eg, living arrangements), interpersonal (eg, presence of supportive relationships), systemic (eg, mentoring opportunities) and macro (eg, the curriculum provided by Medical Royal Colleges). Various impacts of transitions were also identified at each of these four levels: individual (eg, stress), interpersonal (eg, trainees’ children spending more time in childcare), systemic (eg, spending less time with patients) and macro (eg, delayed start in trainees’ new roles).
Autores :
Divya Jindal-Snape;
Jill Morrison;
Janine Muldoon;
Gillian Needham;
Sabina Siebert;
Charlotte Rees;
Lisi Gordon;
Autor corporativo:
BMJ Open,
Fecha de publicación:
2017.
Paginas:
1.
ISBN:
2044-6055.
Idioma:
Inglés
Palabras claves:
Medical educators
Trained Doctor
Longitudinal study
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK.
Resumen:
Objectives To explore trainee doctors’ experiences of the transition to trained doctor, we answer three questions: (1) What multiple and multidimensional transitions (MMTs) are experienced as participants move from trainee to trained doctor? (2) What facilitates and hinders doctors’ successful transition experiences? (3) What is the impact of MMTs on trained doctors? Design A qualitative longitudinal study underpinned by MMT theory. Setting Four training areas (health boards) in the UK. Participants 20 doctors, 19 higher-stage trainees within 6 months of completing their postgraduate training and 1 staff grade, associate specialist or specialty doctor, were recruited to the 9-month longitudinal audio-diary (LAD) study. All completed an entrance interview, 18 completed LADs and 18 completed exit interviews. Methods Data were analysed cross-sectionally and longitudinally using thematic Framework Analysis. Results Participants experienced a multiplicity of expected and unexpected, positive and negative work-related transitions (eg, new roles) and home-related transitions (eg, moving home) during their trainee–trained doctor transition. Factors facilitating or inhibiting successful transitions were identified at various levels: individual (eg, living arrangements), interpersonal (eg, presence of supportive relationships), systemic (eg, mentoring opportunities) and macro (eg, the curriculum provided by Medical Royal Colleges). Various impacts of transitions were also identified at each of these four levels: individual (eg, stress), interpersonal (eg, trainees’ children spending more time in childcare), systemic (eg, spending less time with patients) and macro (eg, delayed start in trainees’ new roles).
Fecha de publicación:
2017.
Autor corporativo:
BMJ Open,
.
Idioma:
Inglés
Palabras claves:
Medical educators
Trained Doctor
Longitudinal study
Público objetivo:
Decanatura
Docentes
Educadores Medicos
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Divya Jindal-Snape; Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK.(2017). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=1866
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Divya Jindal-Snape Jill Morrison Janine Muldoon Gillian Needham Sabina Siebert Charlotte Rees Lisi Gordon Divya Jindal-Snape Jill Morrison Janine Muldoon Gillian Needham Sabina Siebert Charlotte Rees Lisi Gordon Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK.. 2017; 7Ed. 1.
