Brett Schrewe1, Rikin Patel2, Anne Rowan-Legg3. 1. Department of Pediatrics, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia. 2. Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, Ontario. 3. Department of Pediatrics, Faculty of Medicine, University of Ottawa, Children's Hospital of Eastern Ontario and Renfrew Victoria Hospital, Ottawa, Ontario.
Abstract
OBJECTIVES: Completing training is a rite of passage common to all physicians, yet our knowledge of the components in postgraduate paediatric education that equip learners for successful transition to practice is limited. In order to optimally design training programs, it is critical to develop a better sense of what early career paediatricians (ECPs) experience as they navigate this time of transition. METHODS: We created and distributed a 23-question survey via e-mail to 481 Canadian ECPs in September 2017, specifically to those who received Royal College certification in 2011 or later. Survey responses were obtained confidentially through an online platform (Survey Monkey). Descriptive statistics and thematic analysis were used to analyze responses to closed-ended and free text questions, respectively. RESULTS: Response rate was 42% with nearly 70% of the respondents self-identifying as general paediatricians. Factors facilitating transition to practice included: dedicated mentorship; supportive new colleagues and workplace environment; and ease of finding work. Identified challenges included: billing, finances, and practice management; adjusting to a different scope of practice and learning local resources; managing comfort level; and achieving work-life balance. Nearly half of the respondents expressed interest in mentoring new ECP colleagues. CONCLUSIONS: Our findings suggest that ECPs find clear value in mentorship, but desire further support to adapt to new practice contexts and activities. As a result, we must consider strategies in both individual programs and nationally that effectively prepare learners prior to transition and align with needs in the first years of independent practice.
OBJECTIVES: Completing training is a rite of passage common to all physicians, yet our knowledge of the components in postgraduate paediatric education that equip learners for successful transition to practice is limited. In order to optimally design training programs, it is critical to develop a better sense of what early career paediatricians (ECPs) experience as they navigate this time of transition. METHODS: We created and distributed a 23-question survey via e-mail to 481 Canadian ECPs in September 2017, specifically to those who received Royal College certification in 2011 or later. Survey responses were obtained confidentially through an online platform (Survey Monkey). Descriptive statistics and thematic analysis were used to analyze responses to closed-ended and free text questions, respectively. RESULTS: Response rate was 42% with nearly 70% of the respondents self-identifying as general paediatricians. Factors facilitating transition to practice included: dedicated mentorship; supportive new colleagues and workplace environment; and ease of finding work. Identified challenges included: billing, finances, and practice management; adjusting to a different scope of practice and learning local resources; managing comfort level; and achieving work-life balance. Nearly half of the respondents expressed interest in mentoring new ECP colleagues. CONCLUSIONS: Our findings suggest that ECPs find clear value in mentorship, but desire further support to adapt to new practice contexts and activities. As a result, we must consider strategies in both individual programs and nationally that effectively prepare learners prior to transition and align with needs in the first years of independent practice.
Authors: Mary Pat Frintner; William L Cull; Bobbi J Byrne; Gary L Freed; Shesha K Katakam; Laurel K Leslie; Ashley A Miller; Amy J Starmer; Lynn M Olson Journal: Pediatrics Date: 2015-08 Impact factor: 7.124
Authors: Michiel Westerman; Pim W Teunissen; Joanne P I Fokkema; Cees P M van der Vleuten; Albert J J A Scherpbier; Carl E H Siegert; Fedde Scheele Journal: Med Teach Date: 2013-03-25 Impact factor: 3.650