Keywords: GP training, scholarship, academic careers, quality improvement

Background:

Scholarship, encompassing clinical audit, quality improvement (QI) and research, is a cornerstone of GP training, yet trainee engagement remains limited. Our recent work has indicated the need for additional career opportunities and skills to support varied and enhanced careers, including those related to academic general practice.

Research questions:

What range of trainee and supervisor resources and organisational support are required to build research capacity on a national scale in general practice training in Ireland?

Method:

The project adopted a quality improvement approach, engaging stakeholders through interviews, presenting findings and generating faculty development supports in the first PDSA cycle. The second cycle generated national standards for the conduct and reporting of trainee clinical audits, QI projects, and research studies, emphasising structured methodologies and ethical rigour. This cycle culminated in recommendations for ‘structures’ (e.g., protected time, regional research days), ‘processes’ (e.g., standardised modules, proposal timelines), and resources’ on a national level.

Results:

Supervisor frustration with research ethics processes dominated supervisors' perceptions of the challenges around trainee engagement in research; this outcome resulted in a new webinar for trainees and discussions with the REC around approval for non-interventional studies. In PDSA II, all proposed project standards achieved consensus (>60%) for inclusion and included the use of clearly defined features for each project type (e.g., complete audit cycles, SMART objectives for research). Engagement in faculty development initiatives, designed in Phase I, was limited, prompting a shift to e-learning. Trainee resources, such as blended learning modules and REC application webinars, were implemented.

Conclusions:

This project has provided a structured blueprint to address barriers such as supervisor confidence and time constraints. The resources needed include expanding e-learning, fostering cross-scheme collaboration and supervisor skills development.

Points for discussion:

1. Importance of identifying and managing key stakeholder perceptions of barriers early in the process of capacity building and fostering buy-in

2. How to build a collaborative project over time through the model of quality improvement

3. The role of academic career opportunities for a sustainable careers in general practice