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Expanding settings for medical specialist training
6.2 Methods
Page last updated: October 2006
Documents containing the feedback from the consultations undertaken by the three reference groups were transferred into the QSR NVivo qualitative analysis program. Each document was then searched and coded for themes. Analysis was undertaken by collating all documents coded against each theme and reporting them. There was a degree of overlap between the data sources as many of the questions and the respondents asked were similar or the same.
- Table of contents
- Abbreviations
- Membership of the Medical Specialist Training Steering Committee
- Executive Summary
- Recommendations
- Chair's report
- Appendix A: Terms of Reference
- Appendix B: Reference Group memberships
- Appendix C: Reference Group milestones
- Appendix D: Extract from COAG Communique July 2006 (Health Workforce)
- 1. Executive Summary
- 2. Background, changing training needs and the trainee of the future
- 3. Imperatives - Drivers for Change
- 4. A review of specialist medical training programs
- 5. The educational framework for proposing an expanded specialist training environment
- 6. Benefits and barriers to an Expanded Specialty Network Model (ESNM)
- 7. Implementation
- 8. Expected Outcomes
- References
- RG3 Appendix A: Conceptual Framework & Reference Groups
- RG3 Appendix B: Reference Group 3 Membership
- RG3 Appendix C: Abbreviations
- RG3 Appendix D: Acronyms for specialist colleges
- RG3 Appendix E: Proportion of Training (%)
- RG3 Appendix F: Educational goals and settings for their achievement
- RG3 Appendix G: Examples
- 1. Executive Summary
- 2. Recommendations
- 3. Background
- 4. Projections (trainee supply)
- 5. Impact on public teaching hospitals
- 6. Supervision
- 7. Medical indemnity
- 8. Other identified barriers
- 9. Administration and employment issues
- 10. Implementation
- RG2 Appendix A: Terms of Reference
- RG2 Appendix B: Membership
- RG2 Appendix C: Milestones
- Abbreviations
- 1. Executive Summary
- 2. Background
- 3. Views of stakeholders
- 4. Methodology, trainee numbers and costs
- 5. Qualitative assessment of workforce benefits and costs
- 6. Influence of training on career choice
- 7. Conclusions
- RG1 Appendix A: Reference Group 1 Terms of Reference
- RG1 Appendix B: Meetings and Milestones
- RG1 Appendix C: Membership of Reference Group 1
- Appendix H: Data
- Appendix I: The continuum of medical education
- Appendix J: Glossary