Learning collaboration between primary and secondary care trainees

An observational study with in-dept interviews during hospital placements

Natasja Looman, Nynke Scherpbier, Esther de Groot, Marielle van Wijngaarden , Lia Fluit

This project has been made possible by grants:

Why?

Transitions between primary and secondary care…

What?

Does learning of intraprofessional collaboration take place during hospital placements? If so -> how?

How?

Method:qualitative research

Observations

Observations

In-dept interviews

Observations

In-dept interviews

Analysing Data

Iterative approach

Observations

In-dept interviews

Analysing Data

Triangulation

Inclusion Profession Total Male Female Age

Primary care trainee • Elderly care physician • General practitioner

14 3 11

5 1 4

9 2 7

32,2 (28-50)

Secondary care trainee • Emergency physician • Internal medicine • Surgeon • Clinical geriatrics • Hospital physician

14 6 1 1 5 1

5 2 0 1 1 1

9 4 1 0 4 0

30,5 (26-37)

Supervisors (secondary care) 14 7 7 49,6 (34-64)

Results: a selection of our findings

Intraprofessional education is important and requires more formal attention

Perspective taking: referring,

seeing a patient together obstacles

possibilities Prim. Care

Primary care trainee Secondary care trainee

GP-trainees often adjust to the role of Hospital Specialist trainee

Not too much hierarchy

Support from supervisor

Important conditions

Time & formal attention: “I think time is the most hindering factor, that no time is taken for it.” HS-trainee1

Support supervisor

• Help trainees to adjust their own profession

• Stimulate trainees to ask each other questions (two way)

• Be a role model

• Hierarchy

Shine a light……..

Conclusion

• Learning intraPC can take place

during hospital placements: essential

• It needs:

• more formal attention

• adjustments in the set up of placements

• GP-trainee empowerment

Thank you for your attention Natasja.Looman@radboudumc.nl