Abstract
Postgraduate training in orthopaedics has traditionally been delivered through an apprenticeship model. However, junior doctor working patterns have more recently moved away from a team based structure, potentially affecting training experience. We aimed to compare the perceived quality of training between medical students, junior non-orthopaedic trainees and orthopaedic specialty trainees.
We conducted an anonymous questionnaire of all medical students and trainees rotating through our unit over 24 months. The questionnaire contained 6, 10-point Likert rating scale questions and free text responses. Results were collated and analysed according to training stage.
Of 82 questionnaires distributed, 60 (73%) were completed (18 specialty registrars, 22 junior trainees and 20 medical students). Junior trainees consisted of 8 GPSTs and 14 Foundation Year (FY2) doctors, only one of whom had specifically chosen an orthopaedic placement.
Median Likert rating of training experience was (1 = very poor, 10 = excellent): ST4-ST8 = 8 (range 7–9), ST1-ST3 = 7 (6–9), GPSTs/FY2s = 4 (2–5) and medical students = 8 (7–10). Further analysis of junior non-orthopaedic doctors' training experience showed that placement induction, organisation of formal teaching and opportunities for training out with formal sessions were rated as poor. However, content of delivered teaching was rated highly. Free text responses identified several barriers to training including being too busy on wards and no opportunity for protected teaching.
Our study shows that junior non-orthopaedic trainees feel their training experience during orthopaedic placements is much poorer than orthopaedic trainees and medical students. Time constraints and less team based working patterns may detract from their teaching opportunities. In addition, junior doctors rotating through orthopaedic units now have a wider spectrum of career interests with heterogeneous training needs. Therefore, orthopaedic departments may need to adopt a more targeted training programme that recognises individual training needs if junior doctor training is to improve.
