A Multi-Perspective Qualitative Exploration of Early-Career Medical Trainee Experiences of Rotational Transitions
type: CreativeWork
description: Medical education in the UK has undergone significant reforms over recent years. Tomorrow’s Doctors (2003) and Outcomes for Graduates (2015, 2016, 2018) have defined expectations that have driven undergraduate curriculum change and the Foundation Programme (2005) represents a restructuring of early postgraduate education. This study explored the experiences of junior doctors during their first two years of clinical practice. In particular, the study sought to gain an understanding of how junior doctors experienced transitions during the Foundation Programme, from the initial experience through to the sixth and final rotation at the end of the two years. The study employed qualitative methods comprising of semi‐structured interviews, focus groups and audio diary recordings with newly qualified doctors based at the Scotland Foundation School, UK. Semi-structured interviews were also conducted with staff involved in training management, administration and delivery. Purposive sampling was used and 53 trainees from the Foundation Programme along with 27 staff were recruited. All 80 participants took part in an interview or focus group. Ten of the participants also kept audio diaries. Follow-up interviews were conducted with volunteer trainee participants from the first round of interviews and focus groups, one year on from the beginning of the data collection. Interview, focus group and audio diary data were transcribed verbatim and thematically analysed with the aid of a qualitative data analysis software package, ATLAS.ti (version 7). A Framework Analysis (Ritchie and Spencer, 1994) was employed to conduct a first-stage broad analysis to explore key themes emerging in individual interviews and focus groups with staff and trainee participants. Interpretative Phenomenological Analysis (Smith et al, 2009) was then used to facilitate a critical in-depth analysis of trainee-participant experiences, expressed through audio diaries and follow up interviews in the second stage…
abstract: Medical education in the UK has undergone significant reforms over recent years. Tomorrow’s Doctors (2003) and Outcomes for Graduates (2015, 2016, 2018) have defined expectations that have driven undergraduate curriculum change and the Foundation Programme (2005) represents a restructuring of early postgraduate education. This study explored the experiences of junior doctors during their first two years of clinical practice. In particular, the study sought to gain an understanding of how junior doctors experienced transitions during the Foundation Programme, from the initial experience through to the sixth and final rotation at the end of the two years. The study employed qualitative methods comprising of semi‐structured interviews, focus groups and audio diary recordings with newly qualified doctors based at the Scotland Foundation School, UK. Semi-structured interviews were also conducted with staff involved in training management, administration and delivery. Purposive sampling was used and 53 trainees from the Foundation Programme along with 27 staff were recruited. All 80 participants took part in an interview or focus group. Ten of the participants also kept audio diaries. Follow-up interviews were conducted with volunteer trainee participants from the first round of interviews and focus groups, one year on from the beginning of the data collection. Interview, focus group and audio diary data were transcribed verbatim and thematically analysed with the aid of a qualitative data analysis software package, ATLAS.ti (version 7). A Framework Analysis (Ritchie and Spencer, 1994) was employed to conduct a first-stage broad analysis to explore key themes emerging in individual interviews and focus groups with staff and trainee participants. Interpretative Phenomenological Analysis (Smith et al, 2009) was then used to facilitate a critical in-depth analysis of trainee-participant experiences, expressed through audio diaries and follow up interviews in the second stage…
author: Smithies, Alisdair
language: eng
date published: 2019
date modified: 2026-07-24T02:08:46Z
provider: University of Dundee
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Dundee