Chantelle Rizan1, Julia Montgomery2, Charlotte Ramage3, Jan Welch4, Graeme Dewhurst5. 1. 1 Brighton and Sussex University Hospitals NHS Trust, Brighton BN2 5BE, UK. 2. 2 Brighton and Sussex Medical School, Brighton BN1 9PH, UK. 3. 3 School of Health Sciences, University of Brighton, Brighton BN1 9QW, UK. 4. 4 South Thames Foundation School, London SE1 9RT, UK. 5. 5 Health Education England Kent Surrey and Sussex, London WC1B 5DN, UK.
Abstract
OBJECTIVES: The number of doctors directly entering UK specialty training after their foundation year 2 (F2) has steadily declined from 83% in 2010 to 42.6% in 2017. The year following F2, outside the UK training pathway, is informally termed an 'F3' year. There is a paucity of qualitative research exploring why increasingly doctors are taking F3s. The aim of this study is to explore the reasons why F2 doctors are choosing to take a year out of training and the impact upon future career choices. DESIGN: This is an exploratory qualitative study, using in-depth interviews and content analysis. SETTING: UK. PARTICIPANTS: Fourteen participants were interviewed from one foundation school. Participants included five doctors who commenced their F3 in 2015, five who started in 2016 and finally four recently starting this in 2017. MAIN OUTCOME MEASURES: Content analysis was conducted to distill the themes which exemplified the totality of the experience of the three groups. RESULTS: There were four predominant themes arising within the data set which can be framed as 'unmet needs' arising within foundation years, sought to be fulfilled by the F3 year. First, doctors describe exhaustion and stress resulting in a need for a 'break'. Second, doctors required more time to make decisions surrounding specialty applications and prepare competitive portfolios. Third, participants felt a loss of control which was (partially) regained during their F3s. The final theme was the impact of taking time out upon return to training (for those participants who had completed their F3 year). When doctors returned to NHS posts they brought valuable experience. CONCLUSIONS: This study provides evidence to support the important ongoing initiatives from Health Education England and other postgraduate bodies, exploring approaches to further engage, retain and support the junior doctor workforce.
OBJECTIVES: The number of doctors directly entering UK specialty training after their foundation year 2 (F2) has steadily declined from 83% in 2010 to 42.6% in 2017. The year following F2, outside the UK training pathway, is informally termed an 'F3' year. There is a paucity of qualitative research exploring why increasingly doctors are taking F3s. The aim of this study is to explore the reasons why F2 doctors are choosing to take a year out of training and the impact upon future career choices. DESIGN: This is an exploratory qualitative study, using in-depth interviews and content analysis. SETTING: UK. PARTICIPANTS: Fourteen participants were interviewed from one foundation school. Participants included five doctors who commenced their F3 in 2015, five who started in 2016 and finally four recently starting this in 2017. MAIN OUTCOME MEASURES: Content analysis was conducted to distill the themes which exemplified the totality of the experience of the three groups. RESULTS: There were four predominant themes arising within the data set which can be framed as 'unmet needs' arising within foundation years, sought to be fulfilled by the F3 year. First, doctors describe exhaustion and stress resulting in a need for a 'break'. Second, doctors required more time to make decisions surrounding specialty applications and prepare competitive portfolios. Third, participants felt a loss of control which was (partially) regained during their F3s. The final theme was the impact of taking time out upon return to training (for those participants who had completed their F3 year). When doctors returned to NHS posts they brought valuable experience. CONCLUSIONS: This study provides evidence to support the important ongoing initiatives from Health Education England and other postgraduate bodies, exploring approaches to further engage, retain and support the junior doctor workforce.
Entities:
Keywords:
Postgraduate; continuous professional development; doctor’s morale and wellbeing; qualitative research
Authors: Jelle T Prins; Josette E H M Hoekstra-Weebers; Stacey M Gazendam-Donofrio; Gea S Dillingh; Arnold B Bakker; Mark Huisman; Bram Jacobs; Frank M M A van der Heijden Journal: Med Educ Date: 2010-03 Impact factor: 6.251
Authors: Sabir Hossain; Shilen Shah; Jonathan Scott; Abigail Dunn; Alexander W Hartland; Sonia Hudson; Jo-Anne Johnson Journal: Adv Med Educ Pract Date: 2021-12-11