ID-5184 Wonca Abstracts supplement A-K 13-10-23 - Flipbook - Page 200
WONCA 2023 Supplement 1: WONCA 2023 abstracts (A–K)
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Perceptions of family physicians and registrars on
workplace-based learning opportunities in a South African
family medicine training program
Dr Neetha Joe Erumeda1, A/Prof Louis Jenkins3,4,5, Ann Zeta George6
1
Department of Family Medicine and Primary Care, School of Clinical Medicine, Faculty of Health
Sciences, University of the Witwatersrand, Johannesburg, 2Ekurhuleni District Health Services,
Gauteng Department of Health, Germiston Hospital, Germiston, 3Division of Family Medicine and
Primary Care, Department of Family and Emergency Medicine, Faculty of Medicine and Health
Sciences, Stellenbosch University, Cape Town, 4Western Cape Department of Health, Garden Route
District, George Hospital, George, 5Primary Health Care Directorate, Department of Family, Community
and Emergency Care, Faculty of Health Sciences, University of Cape Town, Cape Town, 6Curriculum
and Faculty Development, Centre of Health Science Education, Faculty of Health Sciences, University
of the Witwatersrand, Johannesburg
Background
The World Health Organization advocates training of health workers to have the required skills to
address community needs. Workplace-based learning (WBL) provides authentic learning opportunities
to develop fit-for-practice healthcare workers. The types of WBL opportunities have been well
described in high-income countries, but less is known about how this takes place in countries in subSaharan Africa.
Aim
This study explored family physicians’ and registrars’ perceptions of WBL opportunities in a
decentralised postgraduate family medicine training program in a South African university.
Study setting
The study was conducted at five decentralised district health training sites across two provinces
affiliated with the University of the Witwatersrand in South Africa.
Methods
This qualitative study involved semistructured interviews with 11 family physicians and 11 trainees,
purposive sampled to represent gender and all the training sites. The verbatim transcripts were
thematically analysed using Braun and Clark’s six-step approach. MAXQDA 2020 was used to
manage the analysis.
Results
WBL opportunities were grouped into four themes: learning from interactions with people; learning
from district activities; self-directed learning; and contextual influences on learning opportunities.
Trainees learned from patients, peers, family physicians and other professionals. Self-directed learning
occurred from feedback, self-reflection and the use of portfolios. Participation in district activities
like student and staff teaching, continuous medical education and mortality and morbidity meetings
augmented learning. Contextual influences were from health facilities, resource availability, district
management and university support, workload and lack of standardisation.
Conclusion
Trainees are exposed to several types of WBL opportunities in a district health system. Effective
engagement with available WBL opportunities and addressing contextual challenges could enhance
learning. Maximising opportunities promotes trainees’ acquisition of required skills to efficiently
address community needs in a middle-income country like South Africa.
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