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Intraprofessional collaboration and learning between specialists and general practitioners during postgraduate training: a qualitative study

Overview of attention for article published in BMC Health Services Research, August 2016
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Title
Intraprofessional collaboration and learning between specialists and general practitioners during postgraduate training: a qualitative study
Published in
BMC Health Services Research, August 2016
DOI 10.1186/s12913-016-1619-8
Pubmed ID
Authors

Loes J. Meijer, Esther de Groot, Mirjam Blaauw-Westerlaken, Roger A. M. J. Damoiseaux

Abstract

During postgraduate training, general practitioners and other specialists must learn how to deliver shared care to patients; however, the development of formal intraprofessional education is often hampered by curricular constraints. Delivering shared care in everyday work provides trainees with opportunities for informal learning from, about and with one another. Twelve semi-structured interviews were undertaken with trainee general practitioners and specialists (internal medicine or surgery). A thematic analysis of the input was undertaken and a qualitative description developed. Trainees from different disciplines frequently interact, often by telephone, but generally they learn in a reactive manner. All trainees are highly motivated by the desire to provide good patient care. Specialist trainees learn about the importance of understanding the background of the patient from GPs, while GP trainees gain medical knowledge from the interaction. Trainees from different disciplines are not very motivated to build relationships with each other and have fewer opportunities to do so. Supervisors can play an important role in providing intraprofessional learning opportunities for trainees. During postgraduate training, opportunities for intraprofessional learning occur, but there is much room for improvement. For example, supervisors could increase the involvement of trainees in collaborative tasks and create more awareness of informal learning opportunities. This could assist trainees to learn collaborative skills that will enhance patient care.

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 77 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United Kingdom 1 1%
Unknown 76 99%

Demographic breakdown

Readers by professional status Count As %
Student > Master 17 22%
Student > Ph. D. Student 9 12%
Student > Bachelor 9 12%
Researcher 8 10%
Lecturer > Senior Lecturer 4 5%
Other 12 16%
Unknown 18 23%
Readers by discipline Count As %
Medicine and Dentistry 23 30%
Nursing and Health Professions 13 17%
Social Sciences 9 12%
Computer Science 2 3%
Arts and Humanities 2 3%
Other 6 8%
Unknown 22 29%