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Learning collaboration between primary and secondary care trainees
An observational study with in-dept interviews during hospital placements
Natasja Looman, Nynke Scherpbier, Esther de Groot, Marielle van Wijngaarden , Lia Fluit
This project has been made possible by grants:
Why?
Transitions between primary and secondary care…
What?
Does learning of intraprofessional collaboration take place during hospital placements? If so -> how?
How?
Method:qualitative research
Observations
Observations
In-dept interviews
Observations
In-dept interviews
Analysing Data
Iterative approach
Observations
In-dept interviews
Analysing Data
Triangulation
Inclusion Profession Total Male Female Age
Primary care trainee • Elderly care physician • General practitioner
14 3 11
5 1 4
9 2 7
32,2 (28-50)
Secondary care trainee • Emergency physician • Internal medicine • Surgeon • Clinical geriatrics • Hospital physician
14 6 1 1 5 1
5 2 0 1 1 1
9 4 1 0 4 0
30,5 (26-37)
Supervisors (secondary care) 14 7 7 49,6 (34-64)
Results: a selection of our findings
Intraprofessional education is important and requires more formal attention
Perspective taking: referring,
seeing a patient together obstacles
possibilities Prim. Care
Primary care trainee Secondary care trainee
GP-trainees often adjust to the role of Hospital Specialist trainee
Not too much hierarchy
Support from supervisor
Important conditions
Time & formal attention: “I think time is the most hindering factor, that no time is taken for it.” HS-trainee1
Support supervisor
• Help trainees to adjust their own profession
• Stimulate trainees to ask each other questions (two way)
• Be a role model
• Hierarchy
Shine a light……..
Conclusion
• Learning intraPC can take place
during hospital placements: essential
• It needs:
• more formal attention
• adjustments in the set up of placements
• GP-trainee empowerment
Thank you for your attention [email protected]