The COVID-19-forced transformation of general practitioner training from face-to-face to online delivery: A qualitative study of participants' experiences.
Journal
Australian journal of general practice
ISSN: 2208-7958
Titre abrégé: Aust J Gen Pract
Pays: Australia
ID NLM: 101718099
Informations de publication
Date de publication:
12 2022
12 2022
Historique:
entrez:
1
12
2022
pubmed:
2
12
2022
medline:
3
12
2022
Statut:
ppublish
Résumé
Outside the clinical space, face-to-face education essentially stopped when the COVID-19 pandemic started, largely substituted by online education. This provided an opportunity to explore general practice registrar and educator views about the benefits, challenges and enablers of both types of educational delivery. This qualitative study included 45 registrars and medical educators from across Queensland, Australia. Transcripts of five focus groups and 22 semi-structured interviews were analysed thematically using the Framework Method. Major themes focused on social connection, learning engagement, content delivery, and time and space in relation to education. Other themes included technology, unplanned learning, learning safety and pastoral care. Face-to-face education was viewed more positively than online education, but many suggested ways to enhance online education. The importance of social connection dominated and underpinned many other themes identified as central to achieving safe and effective vocational general practitioner education.
Sections du résumé
BACKGROUND AND OBJECTIVES
Outside the clinical space, face-to-face education essentially stopped when the COVID-19 pandemic started, largely substituted by online education. This provided an opportunity to explore general practice registrar and educator views about the benefits, challenges and enablers of both types of educational delivery.
METHOD
This qualitative study included 45 registrars and medical educators from across Queensland, Australia. Transcripts of five focus groups and 22 semi-structured interviews were analysed thematically using the Framework Method.
RESULTS
Major themes focused on social connection, learning engagement, content delivery, and time and space in relation to education. Other themes included technology, unplanned learning, learning safety and pastoral care. Face-to-face education was viewed more positively than online education, but many suggested ways to enhance online education.
DISCUSSION
The importance of social connection dominated and underpinned many other themes identified as central to achieving safe and effective vocational general practitioner education.
Identifiants
pubmed: 36451329
doi: 10.31128/AJGP-04-22-6385
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM