Number
113
Name
Qualitative and Quantitative Mixed Methods 5 Year Review of an International Postgraduate Training Program
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Davinder Sandhu, California University of Science and Medicine
Andrew Day, Royal Cornwall Hospitals NHS Trust, UK
Bipin Batra, Acel Institute of Medicine, Delhi, India
Parag Singhal, University Hospitals of Bristol NHS Trust
Presentation Topic(s)
Assessment
Description
PURPOSE
India produces around 90,000 doctors every year out of which approximately
34,000 cannot get postgraduate training. To enable some of these doctors to
gain high quality training a 2+2 training program was created 5 years ago.
This consisted of 2 years postgraduate training in India and doctors who
passed the first part of the Royal College Exams, were then placed in the UK
for a further 2 years during which they can complete Part 2 and could also do
an MBA. This innovative program is approved by the General Medical Council of
UK. To date 24 doctors over 5 years have been successfully placed in the UK.
METHOD
A quality assurance 5-year review of the program was conducted in February
2025. This involved a 38-point online survey sent to all 55 trainees in 9
hospitals, followed by a face-to-face interview. 13 (24%) trainees were
entered into the qualitative limb of the study. Qualitative issues such as
trainee core values, challenges, responding to criticism, setting learning
goals, peer collaboration, recognizing learning needs were explored.
RESULTS
Disappointingly only 17 (31%) online surveys were returned. However, 47
(85%) trainees were interviewed. Trainees were in Surgery, Internal Medicine,
OBGYN, Pediatrics and Emergency Medicine. The trainees felt well supported,
had induction, good exposure to clinical cases and received regular feedback.
There was a weekly educational webinar, regular MCQs and supervised audit.
Trainees struggled with research, completing audits, and wished for more
bedside teaching. The qualitative study was highly insightful for trainees.
CONCLUSION
A structured innovative postgraduate training program enhances education
and development of unemployed postgraduate trainees and workforce in
hospitals. Investment in quality teaching and facilities attracts high
caliber trainees, improves patient care, hospital reputation, and produces
well trained future doctors.
India produces around 90,000 doctors every year out of which approximately
34,000 cannot get postgraduate training. To enable some of these doctors to
gain high quality training a 2+2 training program was created 5 years ago.
This consisted of 2 years postgraduate training in India and doctors who
passed the first part of the Royal College Exams, were then placed in the UK
for a further 2 years during which they can complete Part 2 and could also do
an MBA. This innovative program is approved by the General Medical Council of
UK. To date 24 doctors over 5 years have been successfully placed in the UK.
METHOD
A quality assurance 5-year review of the program was conducted in February
2025. This involved a 38-point online survey sent to all 55 trainees in 9
hospitals, followed by a face-to-face interview. 13 (24%) trainees were
entered into the qualitative limb of the study. Qualitative issues such as
trainee core values, challenges, responding to criticism, setting learning
goals, peer collaboration, recognizing learning needs were explored.
RESULTS
Disappointingly only 17 (31%) online surveys were returned. However, 47
(85%) trainees were interviewed. Trainees were in Surgery, Internal Medicine,
OBGYN, Pediatrics and Emergency Medicine. The trainees felt well supported,
had induction, good exposure to clinical cases and received regular feedback.
There was a weekly educational webinar, regular MCQs and supervised audit.
Trainees struggled with research, completing audits, and wished for more
bedside teaching. The qualitative study was highly insightful for trainees.
CONCLUSION
A structured innovative postgraduate training program enhances education
and development of unemployed postgraduate trainees and workforce in
hospitals. Investment in quality teaching and facilities attracts high
caliber trainees, improves patient care, hospital reputation, and produces
well trained future doctors.