Table 8 Solutions to the challenges in the specialist training program
Subthemes and description | Selected supporting quotes |
|---|---|
More compulsory regular and timely consultant supervision, guidance and teaching | Make supervision time compulsory. 2nd year psychiatry trainee Consultants are seldom working alongside [trainees]. We need to work under stricter supervision. 2nd year emergency medicine trainee More time taken to teach & guide rather than expect a [trainee] to “push the queue”. 4th year paediatrics trainee Make consultants who practise in a teaching hospital accountable for [specialist trainee] performance. 3rd year nuclear medicine trainee |
More trainee responsibility for own learning and more self-assessment and trainee reflection | [Trainee] recognition of own responsibility in the learning process. More [trainee] reflective ability. Psychiatry consultant All [trainees] should know that they are largely responsible for their own professional development. [Trainees] must know that they are postgraduate students, who are largely responsible for their own success. Pathology consultant Don’t lose sight of the fact that this is an adult education program aiming to produce specialists in their field. This requires commitment and dedication from the learner rather than spoon-feeding by the teacher. Anaesthetics consultant More trainee reflection and self-assessment. Internal medicine consultant |
More timely, continuous formative workplace-based assessments | More formative feedback and more observed clinical supervision, e.g. feedback on clinical skills after being directly observed. Psychiatry consultant Regular formative assessments in a clinical environment to demonstrate clinical acumen, technical skill competence, and maturity. These assessments need to carry more weight than a written or single exam. Anaesthetics consultant We should implement Entrustable Professional Activities and work-based assessment. Pathology consultant Work-based assessments would force growth and competence. I do not believe a single exam at the end of your training truly assesses competence. Emergency medicine trainee |
goal-directed feedback | Personalised, specific feedback with actionable recommendations. Pathology trainee Tool-based work assessments for more goal-directed feedback. Another pathology trainee Feedback on competence more frequently from supervisors’ Anaesthetic trainee |
More trainee-centred teaching by motivated, empowering trainers | Having consultants that are more interested in teaching [trainees] instead of only focusing on their own careers. Dermatology trainee More feedback on whether you are on the right track as a [trainee] or not. Encouragement and willingness to share knowledge rather than criticism. Senior neurology trainee Improve [trainee] confidence by not belittling and intimidating. Build [trainee] confidence. Paediatric consultant |
Faculty development in teaching and training, including an assessment of supervisors’ training competency | Training to promote a standard approach by all supervisors. Public health medicine consultant Definite workshops for specialists who are involved in training, encouragement, and funding from teaching institutions for studying in medical science education. Anaesthetics consultant [Trainees] should be able to give feedback anonymously. Psychiatry trainee No formal training of supervisors. Most do like the person who trained you and try to improve on your own, without any assessment. Anaesthetics consultant Standardise training for supervisors. Family medicine consultant |
Set fair standards | 1. Stop failing registrars to show how high the standards are. 2. Examine registrars in such a way that all consultants would pass. 3. College and universities should sit at a table and identify areas that will be taught and examined. Psychiatry trainee Consistency in WBA assessments across universities Psychiatry consultant |