Perceptions of the learning environment in higher specialist training of doctors: implications for recruitment and retention.

2.50
Hdl Handle:
http://hdl.handle.net/2436/7753
Title:
Perceptions of the learning environment in higher specialist training of doctors: implications for recruitment and retention.
Authors:
Cross, Vinette; Hicks, Carolyn; Parle, James; Field, Stephen
Abstract:
INTRODUCTION: Career choice, sense of professional identity and career behaviour are influenced, subject to change and capable of development through interaction with the learning environment. In this paper workplace learning discourses are used to frame ongoing concerns associated with higher specialist training. Data from the first stage of a multimethods investigation into recruitment into and retention in specialties in the West Midlands is used to consider some possible effects of the specialist learning environment on recruitment and retention. METHODS: The aim of the study was to identify issues, through interviews with 6 consultants and questionnaires completed by specialist registrars from specialties representing a range of recruitment levels. These would inform subsequent study of attributes and dispositions relevant to specialist practice and recruitment. The data were analysed using NVivo software for qualitative data management. RESULTS: Participants' perceptions are presented as bipolar dimensions, associated with: curriculum structure, learning relationships, assessment of learning, and learning climate. They demonstrate ongoing struggle between different models of workplace learning. CONCLUSION: Changes in the postgraduate education of doctors seem set to continue well into the future. How these are reflected in the balance between workplace learning models, and how they influence doctors' sense of identity as specialists suggests a useful basis for examination of career satisfaction and recruitment to specialties.
Citation:
Medical Education, 40(2): 121-128
Publisher:
Wiley InterScience
Journal:
Medical Education
Issue Date:
2006
URI:
http://hdl.handle.net/2436/7753
DOI:
10.1111/j.1365-2929.2005.02382.x
PubMed ID:
16451239
Additional Links:
http://www3.interscience.wiley.com/journal/118729369/abstract
Type:
Article
Language:
en
ISSN:
0308-0110
Appears in Collections:
Centre for Health and Social Care Improvement

Full metadata record

DC FieldValue Language
dc.contributor.authorCross, Vinette-
dc.contributor.authorHicks, Carolyn-
dc.contributor.authorParle, James-
dc.contributor.authorField, Stephen-
dc.date.accessioned2007-01-25T15:33:04Z-
dc.date.available2007-01-25T15:33:04Z-
dc.date.issued2006-
dc.identifier.citationMedical Education, 40(2): 121-128en
dc.identifier.issn0308-0110-
dc.identifier.pmid16451239-
dc.identifier.doi10.1111/j.1365-2929.2005.02382.x-
dc.identifier.urihttp://hdl.handle.net/2436/7753-
dc.description.abstractINTRODUCTION: Career choice, sense of professional identity and career behaviour are influenced, subject to change and capable of development through interaction with the learning environment. In this paper workplace learning discourses are used to frame ongoing concerns associated with higher specialist training. Data from the first stage of a multimethods investigation into recruitment into and retention in specialties in the West Midlands is used to consider some possible effects of the specialist learning environment on recruitment and retention. METHODS: The aim of the study was to identify issues, through interviews with 6 consultants and questionnaires completed by specialist registrars from specialties representing a range of recruitment levels. These would inform subsequent study of attributes and dispositions relevant to specialist practice and recruitment. The data were analysed using NVivo software for qualitative data management. RESULTS: Participants' perceptions are presented as bipolar dimensions, associated with: curriculum structure, learning relationships, assessment of learning, and learning climate. They demonstrate ongoing struggle between different models of workplace learning. CONCLUSION: Changes in the postgraduate education of doctors seem set to continue well into the future. How these are reflected in the balance between workplace learning models, and how they influence doctors' sense of identity as specialists suggests a useful basis for examination of career satisfaction and recruitment to specialties.en
dc.format.extent111418 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherWiley InterScienceen
dc.relation.urlhttp://www3.interscience.wiley.com/journal/118729369/abstracten
dc.subjectCareer choiceen
dc.subjectDoctorsen
dc.subjectPostgraduate trainingen
dc.subjectRecruitmenten
dc.subjectRetentionen
dc.titlePerceptions of the learning environment in higher specialist training of doctors: implications for recruitment and retention.en
dc.typeArticleen
dc.identifier.journalMedical Education-
dc.format.digYES-

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