Why do trainees leave hospital-based specialty training? A nationwide survey study investigating factors involved in attrition and subsequent career choices in the Netherlands. Issue 6 (6th June 2019)

• Record Type: Journal Article
• Authors: Bustraan, Jacqueline; Dijkhuizen, Kirsten; Velthuis, Sophie; van der Post, Rachel; Driessen, Erik; van Lith, Jan M M; de Beaufort, Arnout Jan
• Is Part Of: BMJ open. Volume 9:Issue 6(2019)
• Publication Date: 2019-06-06
• Subjects: hospital based specialty training -- trainee attrition -- future career; Medicine -- Research -- Periodicals; 610.72
• DOI: 10.1136/bmjopen-2018-028631
• Languages: English
• ISSNs: 2044-6055

Abstract

Abstract : Objective: To gain insight into factors involved in attrition from hospital-based medical specialty training and future career plans of trainees who prematurely left their specialty training programme. Design: Nationwide online survey study. Setting: Postgraduate education of all hospital-based specialties in the Netherlands. Participants: 174 trainees who prematurely left hospital-based medical specialty training between January 2014 and September 2017. Main outcome measures: Factors involved in trainees' decisions to leave specialty training and their subsequent career plans. Results: The response rate was 38%. Of the responders, 25% left their programme in the first training year, 50% in year 2–3 and 25% in year 4–6. The most frequently reported factors involved in attrition were: work-life balance, job content, workload and specialty culture. Of the leaving trainees, 66% switched to another specialty training programme, of whom two-thirds chose a non-hospital-based training programme. Twelve per cent continued their career in a non-clinical role and the remainder had no specific plans yet. Conclusions: This study provides insight in factors involved in attrition and in future career paths. Based on our findings, possible interventions to reduce attrition are: (1) enable candidates to develop a realistic view on job characteristics and demands, prior to application; (2) provide individual guidance during specialty training, with emphasis on work-life balance and fit with specialty.