ArticleBMC medical education2026
Perspectives on educating lifelong learning in postgraduate orthopaedic training: an interpretivist qualitative study.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundLifelong learning (LLL) is a core competency in medical education, reflecting the need for clinicians' knowledge and skills to remain current. While postgraduate curricula emphasise LLL, a gap remains in understanding how it is interpreted and enacted within orthopaedic training. Little is known about how trainees and trainers conceptualise LLL and how these perspectives shape their views on its development and assessment in orthopaedic practice. Addressing this is necessary to align curricular expectations with the orthopaedic clinical context.
methodsAn interpretivist qualitative study was conducted using semi-structured interviews and focus groups with 16 participants (eight consultant orthopaedic surgeons serving as training coordinators, and eight registrars) from all South African universities offering orthopaedic postgraduate training. Data were collected via Zoom™ (March 2023-May 2024), recorded, transcribed, and analysed inductively using thematic analysis. Trustworthiness was enhanced through triangulation, member checking, and reflexivity.
resultsParticipants conceptualised LLL in three ways: (1) as a natural predisposition linked to curiosity and pushing knowledge boundaries, (2) as a habit of mind that can be intentionally developed, and (3) as a value integral to professionalism and being a "good doctor". Suggested strategies for LLL development included mentorship, fostering curiosity, and scholarly activities such as journal clubs and research.
conclusionLLL in postgraduate orthopaedics is perceived not only as a technical requirement but also as a personal characteristic, a habit of mind, and as a defining professional value. Recognising these dimensions informs strategies for cultivating LLL in trainees. Training programmes should support both engagement in and the effective practice of LLL by integrating approaches that promote curiosity, mentorship, and scholarly engagement with research and critical appraisal.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.