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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). CONCLUSIONS: Priority should be given to developing supportive relationships (both formal and informal) to help trainees transition into their trained doctor roles, as well as providing more opportunities for learning. Further longitudinal qualitative research is now needed with a longer study duration to explore transition journeys for several years into the trained doctor role.
Fecha de publicación:
2017.
Autores :
Needham, Gillian;
Siebert, Sabina;
Rees, Charlotte;
Muldoon, Janine;
Morrison, Jill;
Jindal-Snape, Divya;
Gordon, Lisi;
Autor corporativo:
BMJ open,
Editores:
Biblioteca Virtual en Salud(BVS) ;
Signatura Topográfica:
11
Idioma:
Inglés
Páginas:
0
ISBN:
2044-6055
Existencias:
0
Palabras claves:
Longitudinal Studies
Mentoring
Tutoría
Waterway Transitions
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). CONCLUSIONS: Priority should be given to developing supportive relationships (both formal and informal) to help trainees transition into their trained doctor roles, as well as providing more opportunities for learning. Further longitudinal qualitative research is now needed with a longer study duration to explore transition journeys for several years into the trained doctor role.
Fecha de publicación:
2017.
Autores :
Needham, Gillian;
Siebert, Sabina;
Rees, Charlotte;
Muldoon, Janine;
Morrison, Jill;
Jindal-Snape, Divya;
Gordon, Lisi;
Autor corporativo:
BMJ open,
Editores:
Biblioteca Virtual en Salud(BVS) ;
Signatura Topográfica:
11
Idioma:
Inglés
Páginas:
0
Existencias:
0
Palabras claves:
Longitudinal Studies
Mentoring
Tutoría
Waterway Transitions
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). CONCLUSIONS: Priority should be given to developing supportive relationships (both formal and informal) to help trainees transition into their trained doctor roles, as well as providing more opportunities for learning. Further longitudinal qualitative research is now needed with a longer study duration to explore transition journeys for several years into the trained doctor role.
Autores:
Needham, Gillian
,
Siebert, Sabina
,
Rees, Charlotte
,
Muldoon, Janine
,
Morrison, Jill
,
Jindal-Snape, Divya
,
Gordon, Lisi
,
.
Titulo Revista:
BMJ open,
.
Numero:
11
Volumen:
7
Fecha de publicación:
2017.
Base de Datos Bibliográfica:
Biblioteca Virtual en Salud(BVS) ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
0
Página Final:
0
ISBN:
2044-6055
Palabras claves:
Longitudinal Studies
Mentoring
Tutoría
Waterway Transitions
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Título Biblioteca Virtual en Salud(BVS) :
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). CONCLUSIONS: Priority should be given to developing supportive relationships (both formal and informal) to help trainees transition into their trained doctor roles, as well as providing more opportunities for learning. Further longitudinal qualitative research is now needed with a longer study duration to explore transition journeys for several years into the trained doctor role.
Autores :
Needham, Gillian;
Siebert, Sabina;
Rees, Charlotte;
Muldoon, Janine;
Morrison, Jill;
Jindal-Snape, Divya;
Gordon, Lisi;
Autor corporativo:
BMJ open,
Fecha de publicación:
2017.
Tipo :
Biblioteca Virtual en Salud(BVS) .
Idioma:
Inglés
Palabras claves:
Longitudinal Studies
Mentoring
Tutoría
Waterway Transitions
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Título Biblioteca Virtual en Salud(BVS) :
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). CONCLUSIONS: Priority should be given to developing supportive relationships (both formal and informal) to help trainees transition into their trained doctor roles, as well as providing more opportunities for learning. Further longitudinal qualitative research is now needed with a longer study duration to explore transition journeys for several years into the trained doctor role.
Autores :
Needham, Gillian;
Siebert, Sabina;
Rees, Charlotte;
Muldoon, Janine;
Morrison, Jill;
Jindal-Snape, Divya;
Gordon, Lisi;
Autor corporativo:
BMJ open,
Fecha de publicación:
2017.
Paginas:
0.
ISBN:
2044-6055.
Idioma:
Inglés
Palabras claves:
Longitudinal Studies
Mentoring
Tutoría
Waterway Transitions
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). CONCLUSIONS: Priority should be given to developing supportive relationships (both formal and informal) to help trainees transition into their trained doctor roles, as well as providing more opportunities for learning. Further longitudinal qualitative research is now needed with a longer study duration to explore transition journeys for several years into the trained doctor role.
Fecha de publicación:
2017.
Autor corporativo:
BMJ open,
.
Idioma:
Inglés
Palabras claves:
Longitudinal Studies
Mentoring
Tutoría
Waterway Transitions
Público objetivo:
Decanatura
Docentes
Educadores Medicos
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Needham, Gillian Siebert, Sabina Rees, Charlotte Muldoon, Janine Morrison, Jill Jindal-Snape, Divya Gordon, Lisi Needham, Gillian Siebert, Sabina Rees, Charlotte Muldoon, Janine Morrison, Jill Jindal-Snape, Divya Gordon, Lisi Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK.. 2017; 7Ed. 0.
