James Brown1, Catherine Kirby2, Susan Wearne3, David Snadden4. 1. MBBS, MFM (Clin), FRACGP, FACRRM, Director of Education Quality Improvement, Eastern Victoria General Practice Training, Churchill, Vic; Adjunct Senior Lecturer, School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Vic. 2. PhD, BSocSci (Hons), Research Manager, Eastern Victoria General Practice Training, Churchill, Vic; Adjunct Senior Lecturer, School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Vic. 3. BM, PhD, MMedSc, FACRRM, FRACGP, MRCGP, DCH, DRCOG, DFFP, GCTEd, Clinical Associate Professor, Academic Unit of General Practice, The Australian National University, Canberra, ACT. 4. MBChB, MClSc, MD, FRCGP, CCFP, Rural Doctors@ UBC Chair in Rural Health, Northern Medical Program, The University of British Columbia, Vancouver, BC, Canada.
Abstract
BACKGROUND AND OBJECTIVES: The transfer of general practice training in Australia to the two general practice colleges is an opportunity for change in the model of training. The dialectical theory of institutional change suggests that change occurs where organisational structures of training are in tension with the needs of those delivering training, and effective change arises from innovation within these tension points. These tensions have also been faced by general practice training organisations internationally, where solutions have also been crafted. By exploring training tensions and responses to these, the aim of this study was to inform the remodelling of general practice training in Australia. METHOD: Senior educators and stakeholder representatives in Australia and internationally were interviewed to identify tensions in training delivery and innovative responses to these. An interpretative qualitative analysis was undertaken. RESULTS: Eight key tensions and associated innovative responses were identified. DISCUSSION: Drawing from the findings, this article provides recommendations for remodelling general practice training in Australia.
BACKGROUND AND OBJECTIVES: The transfer of general practice training in Australia to the two general practice colleges is an opportunity for change in the model of training. The dialectical theory of institutional change suggests that change occurs where organisational structures of training are in tension with the needs of those delivering training, and effective change arises from innovation within these tension points. These tensions have also been faced by general practice training organisations internationally, where solutions have also been crafted. By exploring training tensions and responses to these, the aim of this study was to inform the remodelling of general practice training in Australia. METHOD: Senior educators and stakeholder representatives in Australia and internationally were interviewed to identify tensions in training delivery and innovative responses to these. An interpretative qualitative analysis was undertaken. RESULTS: Eight key tensions and associated innovative responses were identified. DISCUSSION: Drawing from the findings, this article provides recommendations for remodelling general practice training in Australia.