Photo Credit: Tempura
The following is a summary of “Integrating academic medical education into vocational general practitioner training: how do these combined training posts impact on subsequent career paths?” published in the August 2024 issue of Primary Care by McHale and Wass.
Extended education posts (EEPs) in the UK extend general practice training, allowing trainees to gain experience in specialties like medical education (Med Ed). The impact of these posts on future careers remains unclear.
Researchers conducted a retrospective study to explore general practitioners’ (GPs’) experiences and career trajectories after completing Med Ed EEPs.
They invited 28 GPs who completed a Med Ed EEP between 2013 and 2021 to participate. They conducted semi-structured virtual interviews and analyzed transcripts using NVivo software, applying Braun and Clarke’s 6-phase framework for thematic analysis.
The results showed that 8 GPs participated, all working as NHS GPs alongside other roles. About 4 themes emerged: ‘growing as an academic educator,’ ‘research can be interesting,’ ‘the academic environment,’ and ‘juggling multiple roles is stressful.’ Most were still teaching, involved in research, and had completed formal Med Ed training. Role models and immersion in academic teams were influential while balancing multiple roles caused significant stress. The absence of ongoing academic training tracks contributed to this.
Investigators found that EEPs positively impacted academic career development and skill acquisition. However, managing multiple roles was challenging, and the lack of fixed academic training pathways hindered sustainable recruitment into primary care academia.
Source: tandfonline.com/doi/full/10.1080/14739879.2024.2387103#abstract
