ArticleBMC health services research2016
Intraprofessional collaboration and learning between specialists and general practitioners during postgraduate training: a qualitative study.
Article in BMC health services research, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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Who cites it
17 citing papers in PubMed.
- Effect of Peer Benchmarking on Specialist Electronic Consult Performance in a Los Angeles Safety-Net: a Cluster Randomized Trial.Journal of general internal medicine · 2022Trial
- 'A ripple effect of learning': evaluating intraprofessional workplace learning in postgraduate medical education through collective evaluation.BMC medical education · 2026Article
- Article
- Workplace-based learning opportunities in a South African family medicine training programme.African journal of primary health care & family medicine · 2023Article
- Learning for doctor-to-doctor collaboration: a qualitative study exploring the experiences of residents and supervisors with intraprofessional workplace learning in complex tertiary care.BMC medical education · 2023Article
- Learning collaboration at the primary-secondary care interface: a dual-method study to define design principles for interventions in postgraduate training programmes.BMC medical education · 2023Review
- Dental students' attitudes and perceptions about intraprofessional collaboration/education.Journal of Taibah University Medical Sciences · 2023Article
- Development and validity evidence for the intraprofessional conflict exercise: An assessment tool to support collaboration.PloS one · 2023Review
- Learning objectives of Belgian general practitioner trainees regarding their hospital training: A qualitative study.The European journal of general practice · 2022Article
- Enhancing interprofessional collaboration and interprofessional education in women's health.Medical education online · 2022Review
- Designing the learning of intraprofessional collaboration among medical residents.Medical education · 2022Article
- Article
- Exploring power dynamics and their impact on intraprofessional learning.Medical education · 2022Article
- Intraprofessional workplace learning in postgraduate medical education: a scoping review.BMC medical education · 2021Article
- Chances for learning intraprofessional collaboration between residents in hospitals.Medical education · 2020Observational
- Learning intraprofessional collaboration by participating in a consultation programme: what and how did primary and secondary care trainees learn?BMC medical education · 2017Article
- Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDuring postgraduate training, general practitioners and other specialists must learn how to deliver shared care to patients; however, the development of formal intraprofessional education is often hampered by curricular constraints. Delivering shared care in everyday work provides trainees with opportunities for informal learning from, about and with one another.
methodsTwelve semi-structured interviews were undertaken with trainee general practitioners and specialists (internal medicine or surgery). A thematic analysis of the input was undertaken and a qualitative description developed.
resultsTrainees from different disciplines frequently interact, often by telephone, but generally they learn in a reactive manner. All trainees are highly motivated by the desire to provide good patient care. Specialist trainees learn about the importance of understanding the background of the patient from GPs, while GP trainees gain medical knowledge from the interaction. Trainees from different disciplines are not very motivated to build relationships with each other and have fewer opportunities to do so. Supervisors can play an important role in providing intraprofessional learning opportunities for trainees.
conclusionsDuring postgraduate training, opportunities for intraprofessional learning occur, but there is much room for improvement. For example, supervisors could increase the involvement of trainees in collaborative tasks and create more awareness of informal learning opportunities. This could assist trainees to learn collaborative skills that will enhance patient care.
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