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The effects of a joint vocational training programme for general practitioner and occupational health trainees
Author(s) -
Nauta Noks,
Weel André,
Overzier Peter,
Von Grumbkow Jasper
Publication year - 2006
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2929.2006.02564.x
Subject(s) - vocational education , medical education , joint (building) , training (meteorology) , psychology , medicine , family medicine , pedagogy , engineering , geography , architectural engineering , meteorology
Background General practitioners (GPs) and occupational health physicians (OHPs) would like to improve their collaboration. This could be achieved through a joint vocational training programme. Objective To assess the social‐psychological effects of a joint training programme for GP and OHP trainees for the improvement of interprofessional collaboration. Methods Questionnaires taken before, immediately after and 3 months after a 4‐day joint training programme; interviews 18 months after completing the training programme. Setting: Erasmus Medical Centre, department of general practice (ErasmusMC afdeling Huisartsgeneeskunde) in collaboration with the Netherlands School of Public and Occupational Health, Amsterdam. Participants: A total of 34 GP and 20 OHP trainees following a joint training programme . Main outcome measures Social‐psychological variables (relative position, occupational identification, dependence, trust), evaluation of the contacts, influence of contact on medical policy, frequency of contacts, knowledge of guidelines for exchange of information. Results Questionnaires: GP and OHP trainees' knowledge of the guidelines for exchange of information increased. GP trainees' trust increased immediately after the training programme; 3 months later this effect disappeared. Interviews: the course helped GPs to overcome prejudices against OHPs. Conclusion This type of training programme may be effective for increasing trust, but the results do not show a long‐term effect. Knowledge about the guidelines for exchange of information increased and remained for a longer period. Educational expertise should be used to improve programmes, especially on social‐psychological attitudes (such as trust) and behaviour.