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Wolverhampton Intellectual Repository and E-Theses > School of Health & Wellbeing > Centre for Health and Social Care Improvement > Perceptions of the learning environment in higher specialist training of doctors: implications for recruitment and retention.

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/7753
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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
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
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.
Type: Article
Language: en
Keywords: Career choice
Doctors
Postgraduate training
Recruitment
Retention
ISSN: 0308-0110
Appears in Collections: Centre for Health and Social Care Improvement

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