D. Graham

Becoming a new doctor: a learning or survival exercise?

Objective  This study set out to establish why some new doctors view their training as a valuable period in their professional development, whereas others see it as a year to be endured and survived.

Exploring the views of second-year Foundation Programme doctors and their educational supervisors during a deanery-wide pilot Foundation Programme

Aim: To explore the views of second-year Foundation Programme doctors (F2s) and their educational supervisors taking part in a deanery-wide pilot Foundation Programme, in order to gain an understanding of their perceptions of the available learning experiences, support and supervision. Methods: 20 semi-structured interviews were undertaken with randomly selected F2 doctors and educational supervisors participating in the deanery-wide pilot Foundation Programme. Results: F2 trainees received appropriate and sufficient support and supervision from a variety of sources during their placements; however, it was believed that additional training of educational supervisors was required. Trainees reported some problems with the perception of the role of an F2; further understanding of the purpose and role of the F2 programme is required at trust level. The portfolio was viewed positively as a record and a learning tool, but was thought to be too bureaucratic. Trainees believed that it was more beneficial to their careers to take part in a foundation programme as opposed to a traditional senior house officer post, but both trainees and educational supervisors expressed some concerns about the generic nature of some skills F2s were expected to acquire. Conclusions: This evaluation has highlighted successful aspects of the Foundation Programme, particularly with regard to the level of support and range of experiences provided for trainees. Issues of concern to both trainees and educational supervisors have been identified, which require additional understanding.

The first five years: a mixed methods study investigating reflections on working as a hospital consultant

Objectives This paper revisits the same cohort of hospital consultants approximately five years after they were first appointed to investigate their reflections on establishing themselves in their role. Design Mixed methods using a short survey and in-depth semistructured interviews. Setting The study was conducted within one Deanery in the North of England. Participants The same 45 hospital consultants who were invited to participate in the study in 2007 were asked to take part in the second stage of the project in February 2011. These 45 consultants started their appointments no earlier than May 2006 within 12 National Health Service (NHS) Trusts in one Deanery. A total of 16 consultants participated. Six consultants who took part in semistructured interviews in 2007–2008 were invited to be interviewed again. Four consented and participated in a further interview in 2011. Main outcome measures Do consultants feel they have completed their transition into their senior clinical posts? Yes, although the ever changing nature of the consultant role means new challenges are always having to be being addressed. What support mechanisms are valued by consultants? Informal support mechanisms are greatly valued by consultants and these are built up over time. Are consultants satisfied that they made the correct specialty choice? Yes, all respondents reported satisfaction in their specialty choice. Results After reflecting on five years in post, all agreed that Specialist training prepared them well for the clinical aspects of their role. Ten (62%) felt they were not prepared for dealing with Trust Management issues and 13 (81%) felt unprepared for financial management. Conclusions consultants learn on the job and eventually fulfil their potential in the role over time. However, the role is regularly changing so informal support mechanisms are valued to help deal with a highly complex role.

Significant event reporting in a postgraduate deanery

The article focuses on the responsibility of postgraduate deaneries to ensure the high quality of postgraduate medical and dental education in Great Britain. It states that postgraduate deaneries develop an event reporting form to monitor the occurrences of events including near-miss and adverse significant event. It also notes that the form was used by school staff to determine and give out learning experiences in the deanery.

Factors influencing surgery as a choice of career: results of an electronic survey of early years surgical trainees

An evaluation of the surgical training rotation in Mersey Deanery in 2000 highlighted that individual trainers and departments were strong influencing factors affecting trainees’ choice of surgery as a career.1 2 Following the recent changes to postgraduate medical training brought about by Modernising Medical Careers (MMC)3 and the introduction of the European working time directive (EWTD), we sought to re-examine the influences on current trainees to pursue a career in surgery. An anonymous electronically administered questionnaire, focusing around career intentions and factors affecting choice of surgery as a career, was made available to trainees on the Mersey Deanery early years surgical training (EYST) programme. Space was also included on the questionnaire for open …