Extending the general practice training year: experience of one model in Scotland

• Published in: Medical education Vol. 35; no. 6; pp. 596 - 602
• Main Authors: McKinstry, Brian, Dodd, Marjory, Baldwin, Pamela
• Format: Journal Article
• Language: English
• Published: Oxford UK Blackwell Science Ltd 01.06.2001; Blackwell; Wiley Subscription Services, Inc
• Subjects: Chi-Square Distribution; Curriculum subjects: programmes and methods; Education; Education, Medical - organization & administration; Education, medical, standards; Educational sciences; family; Family Practice - education; Humans; medical; Medical and paramedical education; Medical Staff, Hospital - education; Mentors; physicians; physicians, family, education; professional competence; Professional Competence - standards; Scotland; Surveys and Questionnaires; Teaching methods; Scotland; Medicine; Skill; Higher Education; Practical Training; Undergraduate
• ISSN: 0308-0110; 1365-2923
• DOI: 10.1046/j.1365-2923.2001.00914.x

Objectives These were: to describe the implementation of a scheme to extend the general practice registrar component of vocational training to 18 months in Scotland; to determine the effect of the additional attachment on registrars’ confidence and skill deficits, and compare changes in these parameters with a control group of registrars who did not extend their training, and to determine whether trainers required a different training style for experienced registrars. Subjects 35 registrars extending their training, their trainers, and 39 controls who did not extend their training. Setting Scottish training practices. Methods Pre‐attachment and post‐attachment questionnaires for registrars, triangulated by semistructured telephone interviews, and post‐attachment questionnaires for trainers. Results Extended attachments were popular with registrars and with trainers, who felt they should be a normal part of training. Registrars with extended training declared themselves to have increased in confidence and addressed skill deficits better than controls. Projects completed were assessed as being of high quality. Trainers found 10% of registrars to have a remediable, important deficit in their skills. Conclusion Extended attachments appear to improve registrar confidence and to address knowledge deficits. However, only a minority of registrars had important remediable knowledge deficits and while such attachments may be desirable they may not be essential for most registrars. Overall the outcome appears to have been positive, and supports those who have argued for a change in the proportion of time spent in general practice training, but the scheme is expensive and it is difficult to set a value on what has been gained. Future schemes should have clear training objectives and be tailored towards these.