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What factors motivate junior doctors to engage as clinical tutors? A qualitative study.

Journal article
Authors Bernhard von Below
Stig Rödjer
Bengt Mattsson
Dominique Hange
Mats Wahlqvist
Published in International journal of medical education
Volume 9
Pages 151-157
ISSN 2042-6372
Publication year 2018
Published at Institute of Medicine, Department of Public Health and Community Medicine
Pages 151-157
Language en
Links dx.doi.org/10.5116/ijme.5b07.d108
www.ncbi.nlm.nih.gov/entrez/query.f...
Subject categories Family Medicine, Health Care Service and Management, Health Policy and Services and Health Economy

Abstract

The study aimed to explore and identify factors motivating junior doctors to engage as long-term clinical tutors in undergraduate medical education.In this qualitative study, twenty-seven participants were recruited among junior doctors attending preparatory tutor courses at the Sahlgrenska Academy, University of Gothenburg, and the Primary Healthcare system, West Sweden. They were asked to respond to open-ended questions and write a short account of their needs as clinical tutors for medical students. A qualitative content analysis was performed.A main theme emerged: "Let me develop my skills in a supportive workplace, provide feedback and merits, and I will continue tutoring". Participants described suitable personality as fundamental, and the need to develop professional skills, both as clinical tutors and physicians. Tutor education was an important source of knowledge and stimulation. A workplace environment, supporting learning and the tutor's role, was considered important, including having an adequate time frame. A clear and well-prepared assignment was regarded essential. Junior doctors requested feedback and merits in their work as long-term tutors. Clinical tutorship was considered an optional task.In this exploratory study, motivating factors of junior doctors' engagement as future long-term tutors were identified. It is important to form a process where junior doctors can build up professional competence as clinical tutors and physicians. To ensure a sustainable tutorship in the future, we suggest that universities and healthcare authorities acknowledge and further study these motivating factors.

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