- Title
- Implications of aligning full registration of doctors with medical school graduation: A qualitative study of stakeholder perspectives
- Creator
- Mattick, K. L.; Kaufhold, K.; Kelly, N.; Cole, J. A.; Scheffler, G.; Rees, C. E.; Bullock, A.; Gormley, G. J.; Monrouxe, L. V.
- Relation
- BMJ Open Vol. 6, Issue 2, no. e010246
- Publisher Link
- http://dx.doi.org/10.1136/bmjopen-2015-010246
- Publisher
- BMJ Group (British Medical Journal)
- Resource Type
- journal article
- Date
- 2016
- Description
- Objectives: The Shape of Training report recommended that full registration is aligned with medical school graduation. As part of a General Medical Council-funded study about the preparedness for practice of UK medical graduates, we explored UK stakeholders’ views about this proposal using qualitative interviews (30 group and 87 individual interviews) and Framework Analysis. Setting: Four UK study sites, one in each country. Participants: 185 individuals from eight stakeholder groups: (1) foundation year 1 (F1) doctors (n=34); (2) fully registered trainee doctors (n=33); (3) clinical educators (n=32); (4) undergraduate/postgraduate Deans, and Foundation Programme Directors (n=30); (5) other healthcare professionals (n=13); (6) employers (n=7); (7) policy and government (n=11); (8) patient and public representatives (n=25). Results: We identified four main themes: (1) The F1 year as a safety net: patients were protected by close trainee supervision and ‘sign off’ to prevent errors; trainees were provided with a safe environment for learning on the job; (2) Implications for undergraduate medical education: if the proposal was accepted, a ‘radical review’ of undergraduate curricula would be needed; undergraduate education might need to be longer; (3) Implications for F1 work practice: steps to protect healthcare team integration and ensure that F1 doctors stay within competency limits would be required; (4) Financial, structural and political implications: there would be cost implications for trainees; clarification of responsibilities between undergraduate and postgraduate medical education would be needed. Typically, each theme comprised arguments for and against the proposal.
- Subject
- doctors; medical school graduation; United Kingdom; qualitative study; SDG 4; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1441557
- Identifier
- uon:41464
- Identifier
- ISSN:2044-6055
- Language
- eng
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Goal 4: Quality Education
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