Theme | Subthemes | Example quotes from interviewees |
Trainees and trainers preparing for the attachment | Adapting attachment to trainees learning needs and personal development goals | ‘It’s about picking a few bits and pieces that you would be able to use rather than being an expert at the end of it. Having a conversation with the consultant in the beginning to set your objectives’. (Participant (P) 1) ‘You need to have realistic expectations…it is a different experience so make the most of it but it’s not everyone’s cup of tea’. (P7) |
Trainees taking more proactive approach to learning | ||
Ensuring trainees prepared for (and suitable for) this type of attachment | ||
Improving learning opportunities | Making more use of specialist resources and other teams | ‘For the world centre of excellence I would have expected to be taught by world specialists in different areas’. (P9) |
More structured teaching/general teaching programme | ||
Rota including clinic | ||
Bedside teaching | ||
Improving pastoral support | Mentoring or pastoral support | ‘There is no senior that looks out for your career progression and wellbeing. Paeds training is so long and takes a massive toll on your life and it would be nice if there was someone who cared… it would make a massive difference’. (P7) |
Improving feedback | Better feedback from seniors | ‘We have an anonymised feedback box and reflective practice every week in small groups for psychological and pastoral support’. (P2) |
Junior–junior or junior–senior meetings or local faculty groups | ||
Other | More access to audit, project opportunities | ‘General paed consultants as educational supervisors for the general paediatricians because they could bring up things that you wouldn’t have thought of’ (P2) |
Interprofessional learning | ||
Creating educational supervision, for example, Longer spanning supervisors or supervisors from other specialties |