Knowing me, Knowing you: Evaluation of the impact of trainer involvement at an enhanced induction programme for International Medical Graduates (IMGs)

Gambhir, N., Gangadharan, A. and Pope, L. (2024) Knowing me, Knowing you: Evaluation of the impact of trainer involvement at an enhanced induction programme for International Medical Graduates (IMGs). Education for Primary Care, (doi: 10.1080/14739879.2023.2297670) (PMID:38217441) (Early Online Publication)

Abstract

Addressing differential attainment between International Medical Graduates (IMGs) and their peers who hold UK Primary Medical Qualifications remains one of the most significant challenges facing postgraduate General Practice (GP) training. Enhanced Induction programme, such as the Scottish Trainee Enhanced Programme (STEP), is one tool designed to try and facilitate transition into training and reduce this inequity. The STEP course is attended by both the trainee and their educational supervisor, and aims to lay the foundations of a successful and supportive supervisory relationship. Previous work has evaluated this programme from the perspective of the trainee. Through the use semi-structured interviews, we evaluated the impact and the benefits of the programme from the perspective of the educational supervisors, building on the literature on interventions to support inequity in medical education.

• Item Type: Articles
• Additional Information: This work was undertaken as part of NHS Education for Scotland GP Medical Education Fellowship.
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Pope, Professor Lindsey and Gambhir, Dr Nitin and Gangadharan, Dr Anjali
• Authors: Gambhir, N., Gangadharan, A., and Pope, L.
• College/School: College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > General Practice and Primary Care; College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing
• Journal Name: Education for Primary Care
• Publisher: Taylor & Francis
• ISSN: 1473-9879
• ISSN (Online): 1475-990X
• Published Online: 13 January 2024
• Copyright Holders: Copyright © 2024 The Author(s)
• First Published: First published in Education for Primary Care 2024
• Publisher Policy: Reproduced under a Creative Commons licence