Abstract
BackgroundMedical education leaders are important for educational quality in postgraduate medical education. Their work tasks are complex and contain different components. However, factors that are influencing leaders´ effectiveness in completing these tasks are unexplored. Understanding and developing these factors is most likely essential to strengthen postgraduate medical education and to consequently improve the quality in health care delivery. This study explores the experiences of factors that influence effectiveness of clinical consultants responsible for postgraduate medical education at clinical departments. Effectiveness was defined as fulfillment of work tasks.MethodsA qualitative study was performed with data gathered through semi-structured face-to-face interviews with 17 consultants responsible for postgraduate medical education. Data was analyzed by qualitative content analysis.ResultsFindings clustered into four themes of factors influencing effectiveness: individual (being an expert, social competence), relational (support and cooperation, communication), attitudinal (shared vision, organizational values, colleagues’ attitudes) and structural (organizational characteristics, regulations and guidelines, conditions for the role). The factors were experienced to influence effectiveness in a positive or a negative direction.ConclusionsThis study shed light on the complex and interrelated factors experienced to have impact on the role of consultant responsible for postgraduate medical education. Viewing the result through the concept of power, the role mainly relies on personal power sources like expert and referent power whereas power connected to the position often are lacking. To increase effectiveness of the role, a differentiated strategy which involves activities at both individual, group and organizational levels is needed.
Highlights
Medical education leaders are important for educational quality in postgraduate medical education
consultant responsible for postgraduate medical education (CRE) without a managerial position experienced the conditions for the role as having negative impact, both regarding lack of time and mandate. This qualitative study provides a picture of the complexity of the inter-related factors that were experienced to influence CREs’ effectiveness in terms of fulfillment of work tasks
The results indicate that individual, relational, attitudinal and structural factors affect the effectiveness of CREs in performing their work tasks
Summary
Medical education leaders are important for educational quality in postgraduate medical education. This study explores the experiences of factors that influence effectiveness of clinical consultants responsible for postgraduate medical education at clinical departments. Postgraduate medical education is organized in different ways around the world, but it often includes a formal position handling the postgraduate medical education program. The term for this position varies [3,4,5,6], in this study the term clinical consultant responsible for postgraduate medical education (CRE) is used. The tasks and practices of this position have been studied previously and have shown a complexity and variety of tasks including structuring the education, supporting individuals, handling relations, negotiating between different interests and influencing the educational culture [7]. Scherbier and Ringsted [4] concluded that the expectations on the tasks and responsibilities of the role varied between stakeholders
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