New Zealand general practice registrars' views on their academic learning needs during vocational training: online survey. Issue 3 (3rd May 2020)

• Record Type: Journal Article
• Authors: Goodyear-Smith, Felicity; Stokes, Tim; McKinlay, Eileen; Nixon, Garry; Lack, Liza; Fortier, Richard; Pullon, Sue
• Is Part Of: Education for primary care. Volume 31:Issue 3(2020)
• Page Start: 136
• Page End: 144
• Publication Date: 2020-05-03
• Subjects: General practice -- vocational education -- academic training -- family medicine -- needs; Family medicine -- Study and teaching (Continuing education) -- Periodicals; 362.1720711
• DOI: 10.1080/14739879.2020.1729250
• Languages: English
• ISSNs: 1473-9879

Abstract

ABSTRACT: Most doctors working in New Zealand general practice undertake vocational training through the Royal New Zealand College of General Practitioners. We aimed to explore general practice registrar views on their academic learning needs during and following vocational training. An online survey of all current NZ GP trainees in 2019 was completed by 314 registrars (54% response rate). The majority (88%, 275/314) were completing RNZCGP Fellowship only, and of these half (55%, 152/275) were planning a further postgraduate qualification. A minority (12%, 33/275) indicated a desire to undertake a masters or PhD degree. Almost all (99%, 310/314) intended to work in general practice; 9% (8/314) intending to also work as rural hospital doctors. The five most common areas of interest for further training were clinical skills (68%), practice-based teaching (66%), specific clinical conditions (63%), age or life-stage specific (47%) and non-clinical areas (41%). There is a considerable gap between completing RNZCGP Fellowship, intending to undertake further (formal postgraduate) education and actually enrolling. This is concerning given the need for lifelong learning and critical evaluation of practice and health service delivery. The future New Zealand general practice workforce needs GPs to be diverse and highly skilled members or leaders of expert teams.