Huisartsgeneeskunde: aantrekkingskracht en beroepstrouw ... - Lirias
Huisartsgeneeskunde: aantrekkingskracht en beroepstrouw ... - Lirias
Huisartsgeneeskunde: aantrekkingskracht en beroepstrouw ... - Lirias
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KCE Reports 90 Making G<strong>en</strong>eral Practice Attractive: Encouraging GP attraction and Ret<strong>en</strong>tion 99<br />
Table 15: Differ<strong>en</strong>ces of perception in relation with the stakeholder’s<br />
linguistic regime: perc<strong>en</strong>tages (n=102)<br />
Location<br />
Dutch-speaking<br />
Fr<strong>en</strong>chspeaking<br />
% %<br />
1. Remuneration of working hours 98.1 89.6<br />
2. Attractiv<strong>en</strong>ess after 7 years 96.3 89.6<br />
3. Chances to stay in the profession 75.9 83.3<br />
4. Working conditions 66.0 56.5<br />
5. Compatibility working hours with quality of life 49.1 54.3<br />
6. Interest of the work 39.6 27.7<br />
6.6.2 What are the most important policies for each topic?<br />
This part pres<strong>en</strong>ts the results of the most important policies in the stakeholders’ point<br />
of view to improve GPs attraction, recruitm<strong>en</strong>t and ret<strong>en</strong>tion. For each topic, this<br />
analysis is made in 2 steps:<br />
1. Description of the average ranks and scores,<br />
2. Qualitative comm<strong>en</strong>ts regarding the relevance or the implem<strong>en</strong>tation of<br />
the policies.<br />
3. The influ<strong>en</strong>ce of the criteria on the policies<br />
As explained in the method, this analysis is pres<strong>en</strong>ted by topic of policies: teaching and<br />
training, financing, work-life balance and health care organization.<br />
6.6.2.1 Teaching and training policies<br />
The literature study and the study on the stud<strong>en</strong>ts showed that teaching and training<br />
are very important issues in order to attract GPs. Two policies were singled out in the<br />
teaching topic (Table 16: Preferred teaching and training policies: mean ranks and scores<br />
• The integration of a GP approach in all master courses got a mean<br />
rank of 1.81;<br />
• Next the compulsory clerkship in G<strong>en</strong>eral Practice with an average<br />
rank of 1.91.<br />
Table 16: Preferred teaching and training policies: mean ranks and scores<br />
(n=102)<br />
Teaching and training policies<br />
Mean<br />
rank<br />
Mean<br />
score<br />
1. Integrate a GP approach in all Master courses 1.81 5.56<br />
2. Compulsory clerkships in GP for all medical stud<strong>en</strong>ts 1.91 5.55<br />
3. Better selection of the medical stud<strong>en</strong>ts according to their<br />
social and communication skills<br />
2.63 5.06<br />
4. To develop a Clinical Academic activity for g<strong>en</strong>eral practice 3.51 4.33<br />
The integration of a GP approach in all master courses had a mean score of 5.56 as the<br />
compulsory clerkships in GP for all medical stud<strong>en</strong>ts.<br />
The reasons evoked by the stakeholders for preferring the integration of a GP approach<br />
in all the master courses is the fact that it will improve the GP status among specialists<br />
and stud<strong>en</strong>ts together with a better knowledge of each others’ work. A multidisciplinary<br />
approach of health problems is a goal to attain and this policy is perceived as a good<br />
support regarding this purpose. The interviewees take this opportunity to talk about<br />
the lectures that should be r<strong>en</strong>ewed: a more practical approach, a good balance