LAUSR

ABSTRACT Background Policy promotes students and doctors becoming GPs, yet there exists little focus on GP trainers’ recruitment and retention. Aim To explore barriers and enablers facilitating the professional identity formation of a GP becoming a GP trainer. Design and Setting A qualitative case study within one training programme of the Scottish Deanery. Method Data were collected between January and November 2018 via semi-structured interviews with 16 GP trainers and 79 regulatory and policy documents. Thematic analysis was applied whilst a reflexive stance as a previous GP trainer was maintained. Results Findings indicate GPs become GP trainers through experiences and events across three predominant identities: ‘Becoming a Doctor’, ‘Becoming a GP’ and ‘Becoming a GP Trainer’. Impediment at any of these stages acts as a barrier. The GP trainer role suggests tendencies for clinicians to be understated in their achievements and abilities. GP trainers dually enact and role model that of clinician and teacher; time acts as a significant barrier. The Scottish Prospective Educational Supervisor Course (SPESC), or previous iterations, is a significant enabler. Royal College of GP’s contributions towards GP trainers is absent. GP trainer associations with out-of-hours services have changed over time. GP trainer/trainee relationships are essential enablers to a continued GP trainer professional identity. Conclusion The role of the GP trainer as a teacher needs highlighting. Processes that protect and maximise this role may enhance the positive contributions of being a teacher. Understanding these themes may enhance recruitment and retention of GP trainers.