This article pick was submitted by Dr Rebecca Stewart, GP. She writes, ‘This project was recently presented at the RACGP Queensland 61st Clinical Update Weekend and received the RACGP Queensland GP Research prize. The project is being finalised, and while the findings have been presented at many conferences, the formal publication wheels are turning a little more slowly.’
Introduction
There is a growing need to recruit and retain doctors in medical education (ME) roles (which currently represents less than 1% of the medical workforce). MEs work across a variety of environments, including registered training organisations (RTOs), medical colleges, universities, and independent education environments.
In recent years, we have seen the displacement of the ME workforce in the change from regional training providers to RTOs, the direct employment of MEs by colleges, and the growth of private medical education providers. There is limited evidence about the factors influencing early career transition and career trajectories of medical educators in Australian general practice vocational training.
Aim
The aim of this study was to identify the barriers and enablers to recruiting and retaining GPs in medical education and the opportunities to improve career pathways.
Method
Participants were recruited from General Practice Training Queensland (GPTQ), GPSynergy, Northern Territory General Practice Training (NTGPT), General Practice Medical Education, and the RACGP Medical Education Network with support from the University of Queensland. We used an exploratory sequential mixed-methods design, including online and in-person focus groups (n=23), a semi-structured survey (developed from focus group findings) in a nationwide sample of GPs (n=70), and key informant interviews with experienced educators in leadership roles (n=4).
Results
We identified a variety of pathways into medical education, including examining, supervision, or via invitation (ie ‘tap on the shoulder’). Key enablers included role career diversity/flexibility and job satisfaction, and increased clinical/medical education knowledge. Barriers included clinical and family commitments, a perceived lack of confidence and support in the role, and administrative burden. Low awareness of career opportunities, poor remuneration and role uncertainty were also perceived as barriers to commencing or remaining in a medical education career.
Discussion
Many of the enablers and barriers identified may be modifiable at individual, organisational and institutional levels.
Conclusion
The findings of this project will provide important guidance to build an adequate and sustainable medical educator workforce for Australian General Practice Training (AGPT).
Acknowledgement
This research project is supported by the RACGP with funding from the Australian Government under the AGPT program.
If you’re interested in learning about medical education as a career, please feel free to attend the upcoming Getting started in medical education webinar and join the RACGP Medical Education Network.
*Please note, the opinions expressed by 'Article pick' authors may not reflect the opinions of the RACGP.
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