The COVID-19-forced transformation of general practitioner training from face-to-face to online delivery: A qualitative study of participants' experiences

Jane Smith; Ruchika Luhach; Michelle Sheldrake; Lawrie McArthur; Emma Anderson; Marie Louise Dick

doi:10.31128/AJGP-04-22-6385

The COVID-19-forced transformation of general practitioner training from face-to-face to online delivery: A qualitative study of participants' experiences

Jane Smith, Ruchika Luhach, Michelle Sheldrake, Lawrie McArthur, Emma Anderson, Marie Louise Dick

Research output: Contribution to journal › Article › Research › peer-review

2 Citations (Scopus)

Abstract

BACKGROUND AND OBJECTIVES: Outside the clinical space, face-to-face education essentially stopped when the COVID-19 pandemic started, largely substituted by online education. This provided an opportunity to explore general practice registrar and educator views about the benefits, challenges and enablers of both types of educational delivery.

METHOD: This qualitative study included 45 registrars and medical educators from across Queensland, Australia. Transcripts of five focus groups and 22 semi-structured interviews were analysed thematically using the Framework Method.

RESULTS: Major themes focused on social connection, learning engagement, content delivery, and time and space in relation to education. Other themes included technology, unplanned learning, learning safety and pastoral care. Face-to-face education was viewed more positively than online education, but many suggested ways to enhance online education.

DISCUSSION: The importance of social connection dominated and underpinned many other themes identified as central to achieving safe and effective vocational general practitioner education.

Original language	English
Pages (from-to)	939-944
Number of pages	6
Journal	Australian Journal of General Practice
Volume	51
Issue number	12
DOIs	https://doi.org/10.31128/AJGP-04-22-6385
Publication status	Published - 1 Dec 2022
Externally published	Yes

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title = "The COVID-19-forced transformation of general practitioner training from face-to-face to online delivery: A qualitative study of participants' experiences",

abstract = "BACKGROUND AND OBJECTIVES: Outside the clinical space, face-to-face education essentially stopped when the COVID-19 pandemic started, largely substituted by online education. This provided an opportunity to explore general practice registrar and educator views about the benefits, challenges and enablers of both types of educational delivery. METHOD: This qualitative study included 45 registrars and medical educators from across Queensland, Australia. Transcripts of five focus groups and 22 semi-structured interviews were analysed thematically using the Framework Method.RESULTS: Major themes focused on social connection, learning engagement, content delivery, and time and space in relation to education. Other themes included technology, unplanned learning, learning safety and pastoral care. Face-to-face education was viewed more positively than online education, but many suggested ways to enhance online education. DISCUSSION: The importance of social connection dominated and underpinned many other themes identified as central to achieving safe and effective vocational general practitioner education.",

author = "Jane Smith and Ruchika Luhach and Michelle Sheldrake and Lawrie McArthur and Emma Anderson and Dick, {Marie Louise}",

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The COVID-19-forced transformation of general practitioner training from face-to-face to online delivery: A qualitative study of participants' experiences. / Smith, Jane; Luhach, Ruchika; Sheldrake, Michelle et al.
In: Australian Journal of General Practice, Vol. 51, No. 12, 01.12.2022, p. 939-944.

Research output: Contribution to journal › Article › Research › peer-review

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AU - Smith, Jane

AU - Luhach, Ruchika

AU - Sheldrake, Michelle

AU - McArthur, Lawrie

AU - Anderson, Emma

AU - Dick, Marie Louise

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AB - BACKGROUND AND OBJECTIVES: Outside the clinical space, face-to-face education essentially stopped when the COVID-19 pandemic started, largely substituted by online education. This provided an opportunity to explore general practice registrar and educator views about the benefits, challenges and enablers of both types of educational delivery. METHOD: This qualitative study included 45 registrars and medical educators from across Queensland, Australia. Transcripts of five focus groups and 22 semi-structured interviews were analysed thematically using the Framework Method.RESULTS: Major themes focused on social connection, learning engagement, content delivery, and time and space in relation to education. Other themes included technology, unplanned learning, learning safety and pastoral care. Face-to-face education was viewed more positively than online education, but many suggested ways to enhance online education. DISCUSSION: The importance of social connection dominated and underpinned many other themes identified as central to achieving safe and effective vocational general practitioner education.

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The COVID-19-forced transformation of general practitioner training from face-to-face to online delivery: A qualitative study of participants' experiences

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