[Active participation in research and teaching during post-graduate GP training: perspectives of future general practitioners].
Autor: | Haumann H; Institut für Allgemeinmedizin und Interprofessionelle Versorgung, Universitätsklinikum Tübingen, Tübingen, Deutschland. Electronic address: hannahhaumann@medizin.uni-tuebingen.de., Flum E; Abteilung Allgemeinmedizin und Versorgungsforschung, Universitätsklinikum Heidelberg, Marsilius-Arkaden Turm West, Heidelberg, Deutschland., Joos S; Institut für Allgemeinmedizin und Interprofessionelle Versorgung, Universitätsklinikum Tübingen, Tübingen, Deutschland. |
---|---|
Jazyk: | němčina |
Zdroj: | Zeitschrift fur Evidenz, Fortbildung und Qualitat im Gesundheitswesen [Z Evid Fortbild Qual Gesundhwes] 2016 Dec; Vol. 118-119, pp. 65-72. Date of Electronic Publication: 2016 Nov 19. |
DOI: | 10.1016/j.zefq.2016.11.001 |
Abstrakt: | Background: Academic institutions of general practice at German medical faculties have grown during the past years. This leads to an increase in the need of qualified young researchers and teachers in general practice (GP). Little is known about the interest in research and teaching skills and their training among general practice trainees and young GPs. Research Question: This cross-sectional survey among GP trainees and young GPs examined 1. if there is an interest in the training in research and teaching skills during post-graduate GP training, 2. which fostering and hindering factors have an effect on this interest and 3. which roles are attributed to academic institutions of general practice. Methods: A web-based cross-sectional study was performed among members of "Verbundweiterbildung plus" , a network of GP trainees, as well as "Junge Allgemeinmedizin Deutschland", the German network of young GPs. Descriptive analysis was conducted. Results: 148 GP trainees and young GPs participated in the study, 76% (n=109) of them were GP trainees. There was interest in a position in research and teaching during post-graduate GP training among 55% (n=78). Factors associated with the interest in a position in research and teaching during post-graduate GP training were (MV 5-point Likert scale ± SD): compatibility of clinical work and research/teaching and of family and career (4.4±0.8; 4.7±0.6 respectively). The roles of academic institutions of general practice were attributed to training of medical students (4.6±0.6), post-graduate GP training (4.5±0.7) and research (4.5±0.7). GP trainees assessed the importance of training in research and teaching skills during post-graduate GP training and of the compatibility of family and career differently from young GPs (3.7±1.0 vs. 4.1±0.8 p=0.027; 4.8±0.5 vs. 4.3±0.9, p=0.016). Those interested in a position in research and teaching during post-graduate GP training showed a stronger interest in specific training in research skills (3.7±1.1 vs. 2.8±1.1, p<0.001), a future clinical position in a research practice (3.8±1.2 vs. 2.5±1.2, p<0.001) and as a lecturer at an academic institution of general practice (4.3±0.9 vs. 3.9±1.1, p=0.04). Discussion: There is an interest in professional involvement in research and teaching during post-graduate GP training among GP trainees and young GPs. For those interested, structured concepts (e.g. "clinician scientist") need to be developed in order to facilitate the combination of clinical work and a position in research and teaching during post-graduate GP training. In doing so, the existing potential could be better exploited and more future GPs could be involved in research and teaching. (Copyright © 2016. Published by Elsevier GmbH.) |
Databáze: | MEDLINE |
Externí odkaz: |
načítá se...