Affiliation:
1. Rural Clinical School Griffith University Toowoomba Queensland Australia
2. Rural Medical Education Australia Toowoomba Queensland Australia
3. Academy for Medical Education, Medical School The University of Queensland Herston Australia
4. School of Education and Professional Studies Griffith University Mt Gravatt Queensland Australia
Abstract
AbstractObjectiveTo explore the impact of COVID‐19 pandemic disruptions on general practice trainees interdependent learning, from the perspectives of trainees and the whole of the practice team.SettingFour rural general practices in Queensland that continued to supervise registrars, junior doctors and medical students through the pandemic.ParticipantsTwenty‐three members of the general practice teams, including general practitioners, practice managers, receptionists, practice nurses, registrars, junior doctors and medical students.DesignAudio‐recorded semi‐structured interviews were conducted with all participants following an initial survey. Thematic analysis and the theory of interdependent learning were used to understand how supervision and training was both disrupted and sustained during the pandemic period. Reporting is informed by the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines.ResultsLearning affordances were transformed by the rapid implementation of physical distancing and other infection control measures. Telehealth consultations and remote working impacted on the interdependent relationship between the work environment, supervision team and trainees.ConclusionPractice staff identified new ways of working that arose through this period, including changes to practice team roles and the supervisory dynamic that enabled patient care and trainee learning to continue. Social connectedness was important to the trainees and the implications for future training need to be further evaluated.