From: The paediatric change laboratory: optimising postgraduate learning in the outpatient clinic
Themes | Contradictions | Solution |
---|---|---|
Before | ||
Introduction | •Records, referrals, patient lists, work-schedule, secretary help, booking system •Lack of introduction •Management decisions | Checklist for introduction period Upgrading introduction |
‘Vision paper’ | ||
Preparation | •Lack of time •Expectations •Use of spare time (work-life-balance) •Specialist training in a 37 h work-week | No solution found for extra time for preparation |
‘Vision paper’ | ||
Pre-supervision session | •Lack of preparation •Lack of participation •Meeting time – different •Taking time from something else (conference, formal teaching) | Full presence at 8 A.M. |
ALL residents and supervisor participate, EVERY time | ||
During | ||
Structure | •Subspecialty or individual split •Continuity vs. diversity in patients •Specialist vs. broad skills •Interruption of colleagues •Production versus training •Patient expectation of specialist treatment | Subspecialist structure continuous |
Umbrella outpatient clinic | ||
Extra time in between supervising specialist’s own patients | ||
“Open door policy” | ||
Resources | •Increased numbers of clinics •Increased number of patients •Staffing of other functions/tasks (e.g. rounds) •Disengaging consultant for supervision •Illness among staff creates vulnerability •Lack of time – used on documentation and IT | Consultant responsible for medical education as scheduler and work planner |
After | ||
Follow-up on patients | •Brief employments/positions •Availability of specialists/supervisors •Responsibility for continuous patient care •Medical specialist commitment is rewarded with “boomerang”/”rebound” •Increased paperwork •Failure to complete/discharge patients due to lack of decision support | ‘Vision paper’ set out expectations of residents |
Subspecialist available for feedback on progress |