Huisartsgeneeskunde: aantrekkingskracht en beroepstrouw ... - Lirias

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52 Making General Practice Attractive: Encouraging GP attraction and Retention KCE Reports 90 disappears after controlling for gender and differences between student populations of Dutch and French speaking parts of Belgium (appendix 3.8, table 5) u . Both groups of students report that teachers were mostly medical specialists. The bivariate analysis shows a slightly different perception about the professional orientation of teachers, but the multivariate model (appendix 3.8, table 5) shows that this orientation of the teachers does not have any influence on (not) becoming a GP. Students have similar opinion about the way the lessons and clerkship provided a good base for their specialty choice. The students do have different perceptions about the perception of GP image during their studies, the intellectual challenge they experienced during GP clerkship and how they were influenced by GPs. GP students have a stronger impression that teachers present family medicine/general practice as being inferior to other specialties. The second difference relates to the intellectual challenge of the GP clerkship. Students who choose general practice are, in general, more outspoken about the amount of intellectual challenge of the GP clerkship. Students who choose another specialty tend think about a lack of intellectual challenge of a GP clerkship. The last difference is the fact that students choosing to become a specialist are more influenced by a GP who gave them a bad impression than students wanting to become a GP. The binary logistic regression confirms this last finding (appendix 3.8, table 5). Missing an intellectual challenge during GP clerkship and meeting a GP who did not give a good impression have a really demotivating influence on choosing the GP specialization: the chance on becoming a GP significantly decreases. On the opposite, the probability of choosing GP increases (odds ratio 4.127 [95% CI (2,329-7,314)]) when students had the impression that the teachers considered GP as an inferior choice of profession. The difference between female and male students is statistically significant (chance on choosing GP as specialty is higher with female students) but there was no difference between students from French- and Dutch-speaking universities. 3.6.3 Perception of the GP profession by the students 3.6.3.1 General practice: a lonely profession? The table below shows the students’ perception of different characteristics of the GP profession in Belgium. The strongest relationship (effect size = 0,400) can be found on the aspect of ‘General Practice is a solitary profession’ and specialty choice. Students who choose to become a GP do not seem to perceive the profession as a solitary one in contrast with the other students. u Before putting the statements in a binary logistic regression the answering categories were dichotomised. E.g. completely disagree, disagree and disagree a bit became ‘disagree’ and agree a bit, agree and completely disagree became ‘agree’.
KCE Reports 90 Making General Practice Attractive: Encouraging GP attraction and Retention 53 How do you see the profession of GP? Table 9: Statements v (Likert scales) with respect to the characteristics of the profession Students who choose another specialty than GP Students who choose to become a GP Mean Mean (95% CI ) (95% CI ) As long as it is well organized, the profession of GP makes for 4,4 4,7 0,105 0,032 a good combination with family life. (4,3-4,6) (4,5-4,8) Effect size 4,6 5,2 0,325 0,000 GPs have a lot of variety in their work. (4,5-4,8) (5,1-5,4) 4,5 4,6 0,062 0,202 GPs are first and foremost highly skilled practitioners. (4,3-4,6) (4,4-4,8) The profession of GP is a difficult discipline because you have 4,9 5,1 0,114 0,020 to know a lot about all different fields. (4,8-5,0) (5,0-5,3) The profession of GP is difficult because you often have to deal 4,7 5,0 0,174 0,003 with uncertainties. (4,6-4,8) (4,8-5,2) The profession of GP allows you to work autonomously and I 4,4 4,9 0,211 0,000 think that is an advantage. (4,3-4,5) (4,7-5,1) GPs need to know a little bit about a lot of things (and other 4,3 4,2 0,049 0,440 specialists a lot about few things). (4,2-4,4) (4,0-4,4) 4,7 4,7 0,006 0,898 GPs have a lot of work pressure. (4,6-4,8) (4,6-4,9) 4,2 4,5 0,164 0,002 GPs get a lot of respect from patients. (4,1-4,4) (4,4-4,7) 3,5 2,9 0,209 0,000 GPs need to be permanently available. (3,4-3,7) (2,7-3,2) GPs have the privilege of working with patients in different 4,7 5,3 0,327 0,000 stages of their life. (4,6-4,9) (5,2-5,4) 2,9 2,9 0,006 0,904 The financial aspect of the GP profession is appealing. (2,8-3,1) (2,7-3,1) 3,3 3,2 0,034 0,493 GPs need to be on call for a large number of days. (3,2-3,4) (3,0-3,4) 4,4 3,6 0,322 0,000 There is a lot of routine work involved in being a GP. (4,3-4,5) (3,5-3,8) 3,9 3,8 0,002 0,967 It is difficult for GPs to get help with their administrative work. (3,7-4,0) (3,6-4,0) 4,3 4,4 0,097 0,049 GPs need to follow a lot of refresher courses. (4,2-4,4) (4,3-4,6) 3,4 3,4 0,008 0,876 The profession of GP is highly respected. (3,3-3,5) (3,2-3,6) 3,6 3,2 0,169 0,001 Technology is not so important in GP practices. (3,5-3,8) (3,0-3,4) GPs are subject a great degree to the pressures and demands 4,4 3,8 0,222 0,000 of patients. (4,2-4,5) (3,6-4,0) The profession of GP is a solitary one with little contact with 3,7 2,7 0,400 0,000 colleagues. (3,5-3,8) (2,5-2,9) 3,9 4,6 0,320 0,000 GPs have a lot of possibilities to study in sub domains. (3,8-4,0) (4,5-4,8) 2,7 3,4 0,306 0,000 GPs have lots of opportunities to do scientific research. (2,5-2,8) (3,2-3,6) P-value t-test n v Students were able to answer by means of a 6-point Likert scale where the first answering possibility was ‘do not agree at all’ and the sixth category was ‘totally agree’. 417 417 419 421 422 420 420 419 414 415 418 409 408 413 398 412 413 411 415 412 406 412
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