Aneignung hausärztlicher Rollen während des ambulanten Weiterbildungsabschnitts und professionsbildende Bedingungen in den Weiterbildungspraxen – Eine Befragung rheinland-pfälzischer Ärztinnen und Ärzte in der Weiterbildung Allgemeinmedizin

Abstract

BackgroundPostgraduate training in general medicine should be oriented on competencies and profession-forming, as is suggested by the German Regulations on Specialist Training of federal and state governments and the Competence-based Curriculum General Medicine. The learnability of general practitioner (GP) roles and the profession-forming orientation of the postgraduate training conditions during the outpatient postgraduate training period were investigated. MethodsA cross-sectional study in questionnaire design was conducted from October until December 2019 among 220 physicians in postgraduate training who were registered at the Association of Statutory Health Insurance-Accredited Physicians in Rhineland-Palatinate for the specialty of general medicine. The GP roles surveyed were based on the “CanMEDS General Medicine” roles. Using indicators created from the didactic model “Cognitive Apprenticeship”, profession-forming alignment of postgraduate training conditions in the GP practices were studied. The data obtained were analysed descriptively. ResultsThe response of 70 evaluable questionnaires included a gender distribution of 51 female and 18 male family medicine residents. The family medicine residents were almost equally divided between single-handed practices, cooperating practice associations and group practices. Slightly more than half of the female physicians worked part-time, whereas the male physicians were all full-time employees.The roles of “member of an interprofessional team”, “health advocate” and “medical expert” were perceived as learnable by 70 to 90% of the family medicine residents. In addition to approval, varying degrees of indecision and rejection were expressed regarding the learnability of the roles of “teacher/scholar”, “member of a network” and “employer”. A slight majority considered the appropriation of the role of “practice manager” to be critical.Within the survey of profession-forming postgraduate training conditions, the indicators “accessible contact person”, “collegial appreciation” and “assumption of responsibility” were approved by more than 90% in some cases. The indicators “access to GP acting” (approx. 86%) and “resilience” (approx. 71%) also received high approval ratings. However, the indicator “continuous feedback” only received a slight majority of approval. DiscussionGP postgraduate training practices in Rhineland-Palatinate apparently offer suitable educational locations to family medicine residents to acquire a solid basis for professional practising and the skills for patient-oriented communicating of preventive health-promoting contents. Male physicians seem to follow more traditional professional hierarchies. In contrast, female physicians are more receptive to teamwork but tend to be sceptical about adopting a leadership position. The learnability of particular GP roles may benefit from close collaboration with the practice owner, especially in single-handed practices. In addition, the working time model chosen seems to have an effect. ConclusionsIt can be assumed that profession-forming postgraduate training conditions predominate in Rhineland-Palatinate GP postgraduate training practices, where the role of “medical expert” also appeared to be learnable in most cases. In some cases the learnability of GP roles was significantly influenced by the factors “gender”, “working time model” and “form of practice”. Consequently, it could have a quality-enhancing impact if these factors were taken into account in the development of measures to realize competence orientation in GP postgraduate training.