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dc.contributor.authorSmith, Samantha E.
dc.contributor.authorTallentire, Victoria R.
dc.contributor.authorPope, Lindsey M.
dc.contributor.authorLaidlaw, Anita H.
dc.contributor.authorMorrison, Jill
dc.date.accessioned2018-03-05T14:30:05Z
dc.date.available2018-03-05T14:30:05Z
dc.date.issued2018-03-02
dc.identifier.citationSmith , S E , Tallentire , V R , Pope , L M , Laidlaw , A H & Morrison , J 2018 , ' Foundation Year 2 doctors’ reasons for leaving UK medicine : an in-depth analysis of decision-making using semistructured interviews ' , BMJ Open , vol. 8 , e019456 . https://doi.org/10.1136/bmjopen-2017-019456en
dc.identifier.issn2044-6055
dc.identifier.otherPURE: 251779424
dc.identifier.otherPURE UUID: 6e46bdec-59b9-4d43-a045-d0974ed2c1f6
dc.identifier.otherScopus: 85043331842
dc.identifier.otherORCID: /0000-0003-1214-4100/work/59698715
dc.identifier.otherWOS: 000433881200125
dc.identifier.urihttp://hdl.handle.net/10023/12850
dc.descriptionThis work was funded by a Scottish Medical Education Research Consortium grant.en
dc.description.abstractObjectives:  To explore the reasons that doctors choose to leave UK medicine after their foundation year two posts. Setting : All four regions of Scotland. Participants:  Foundation year two doctors (F2s) working throughout Scotland who were considering leaving UK medicine after foundation training were recruited on a volunteer basis. Maximum variation between participants was sought. Primary and secondary outcome measures:  Semistructured interviews were coded using template analysis. Six perspectives, described by Feldman and Ng, were used as the initial coding template. The codes were then configured to form a framework that explores the interplay of factors influencing Foundation Year 2 (F2) doctors’ decisions to leave UK medicine. Results:  Seventeen participants were interviewed. Six perspectives were explored. Structural influences (countrywide and worldwide issues) included visas, economic and political considerations, structure of healthcare systems and availability of junior doctor jobs worldwide. Organisational influences (the National Health Service (NHS) and other healthcare providers) included staffing and compensation policies, the working environment and the learning environment. Occupational influences (specific to being a junior doctor) comprised the junior doctor contract, role and workload, pursuit of career interests and the structure of training. Work group influences (relationships with colleagues) included support at work, task interdependence and use of locums. Personal life influences consisted of work-life balance, and support in resolving work-life conflict. The underlying theme of ‘taking a break’ recurred through multiple narratives. Conclusions:  F2s give reasons similar to those given by any professional considering a change in their job. However, working within the NHS as an F2 doctor brought specific challenges, such as a need to make a choice of specialty within the F2 year, exposure to workplace bullying and difficulties in raising concerns. Despite these challenges, most F2s did not view their decision to leave as a permanent job change, but as a temporary break from their current working lives.
dc.format.extent17
dc.language.isoeng
dc.relation.ispartofBMJ Openen
dc.rights© 2018 the Author(s). This is an Open Access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/en
dc.subjectR Medicine (General)en
dc.subjectL Education (General)en
dc.subjectNDASen
dc.subject.lccR1en
dc.subject.lccL1en
dc.titleFoundation Year 2 doctors’ reasons for leaving UK medicine : an in-depth analysis of decision-making using semistructured interviewsen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews.Education Divisionen
dc.contributor.institutionUniversity of St Andrews.School of Medicineen
dc.contributor.institutionUniversity of St Andrews.Health Psychologyen
dc.contributor.institutionUniversity of St Andrews.Centre for Higher Education Researchen
dc.identifier.doihttps://doi.org/10.1136/bmjopen-2017-019456
dc.description.statusPeer revieweden


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