Beyond the ‘big smoke’: Enabling supervision of ophthalmology trainees in regional, rural and remote Australia

• Published in: The Australian journal of rural health Vol. 31; no. 3; pp. 503 - 513
• Main Authors: Jessup, Belinda, Allen, Penny, Khanal, Santosh, Baker‐Smith, Victoria, Barnett, Tony
• Format: Journal Article
• Language: English
• Published: Australia Wiley Subscription Services, Inc 01.06.2023
• Subjects: Australia; CAI; Computer assisted instruction; Curricula; Curriculum; Humans; Infrastructure; Medical education; Medical personnel; medical specialist; ophthalmologist; Ophthalmology; registrar; Remote areas; Renewal; Rural areas; Rural communities; Rural health care; Rural Health Services; rural trainee; rural workforce; Smoke; specialist training program; Supervision; Supervisors; Teaching; Trainees; vocational training; Workforce; Australia; rural workforce; medical specialist; registrar; ophthalmologist; specialist training program; rural trainee; vocational training
• ISSN: 1038-5282; 1440-1584
• DOI: 10.1111/ajr.12975

Objective Expansion of opportunities for ophthalmology training beyond the ‘big smoke’ is anticipated to support the future distribution of ophthalmologists in regional, rural and remote areas of Australia. However, little is known about what enables supervision outside of metropolitan tertiary hospital settings that would contribute to positive training experiences for specialist medical trainees and encourage them to leave the ‘big smoke’ once qualified. The aim of this study was therefore to explore the perceived enablers of ophthalmology trainee supervision in regional, rural and remote health settings across Australia. Setting Australia. Participants Ophthalmologists working in regional, rural or remote health settings with experience and/or interest in supervising ophthalmology trainees (n = 16). Design Qualitative design involving semistructured interviews. Results Seven key enablers of ophthalmology trainee supervision in regional, rural and remote health settings were identified: adequate physical infrastructure, resources and funding to host a trainee; availability of online curriculum and teaching resources so as to ensure equity of training opportunities; pre‐established training posts, driven by supervision ‘champions’; a critical mass of ophthalmologists to help share the supervisory load; relationships and support between training posts, the training network and the Specialist Medical College; alignment of trainee competence and attitude with the needs of the training setting; and the recognition of reciprocal benefits for supervisors through supporting trainees, including workforce support and renewal. Conclusion With training experiences beyond the ‘big smoke’ anticipated to influence future ophthalmology workforce distribution, implementation of enablers of trainee supervision should occur in regional, rural and remote health settings wherever possible.