'It's surprising how differently they treat you': a qualitative analysis of trainee reflections on a new programme for generalist doctors.
An increase in patients with long-term conditions and complex care needs presents new challenges to healthcare providers around the developed world. In response, more broad-based training programmes have developed to better prepare trainees for the changing landscape of healthcare delivery. This paper focuses on qualitative elements of a longitudinal, mixed-methods evaluation of the postgraduate, post-Foundation Broad-Based Training (BBT) programme in England. It aims to provide a qualitative analysis of trainees' evaluations of whether the programme meets its intentions to develop practitioners adept at managing complex cases, patient focused care, specialty integration and conviction in career choice. We also identify unintended consequences.



9 focus groups of BBT trainees were held over a 12-month period. Discussions were audio-recorded and subjected to directed content analysis. Data were collected from trainees across all 7 participating regions: East Midlands; West Midlands; Severn; Northern; North Western; Yorkshire and Humber; Kent, Surry and Sussex.



Focus group participants (61 in total) from the first and second cohorts of BBT.



Evidence from trainees indicated that the programme was meeting its aims: trainees valued the extra time to decide on their onward career specialty, having a wider experience and developing a more integrated perspective. They thought of themselves as different and perceived that others they worked alongside also saw them as different. Being different meant benefitting from novel training experiences and opportunities for self-development. However, unintended consequences were feelings of isolation, and uncertainty about professional identity.



By spanning boundaries between specialties, trainee generalists have the potential to improve experiences and outcomes for patients with complex health needs. However, the sense of isolation will inhibit this potential. We employ the concept of 'belongingness' to identify challenges related to the implementation of generalist training programmes within existing structures of healthcare provision.
Cardiff Unit for Research and Evaluation into Medical and Dental Education (CUREMeDE), Cardiff University School of Social Sciences, Cardiff, UK.
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Muddiman
Cardiff Unit for Research and Evaluation into Medical and Dental Education (CUREMeDE), Cardiff University School of Social Sciences, Cardiff, UK.
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Bullock
Cardiff University School of Postgraduate Medical and Dental Education, Cardiff, UK.
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MacDonald
Cardiff University School of Postgraduate Medical and Dental Education, Cardiff, UK.
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Allery
Cardiff Unit for Research and Evaluation into Medical and Dental Education (CUREMeDE), Cardiff University School of Social Sciences, Cardiff, UK.
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Webb
Cardiff University School of Postgraduate Medical and Dental Education, Cardiff, UK.
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Pugsley
D001290:Attitude; D002321:Career Choice; D002983:Clinical Competence / Q000592:standards*; D004493:Education / Q000592:standards*; D004502:Education, Medical, Continuing / Q000592:standards*; D004739:England; D005069:Evaluation Studies as Topic; D017144:Focus Groups; D006801:Humans
EDUCATION & TRAINING (see Medical Education & Training); MEDICAL EDUCATION & TRAINING