Doctors’ understanding of their learning and learning needs in Kwazulu-Natal district hospitals

Abstract

Background: Medicine is a self-regulating profession. Doctors must learn how to self-regulate to keep up-to-date with evolving health care needs. This is challenging for those working at District Hospitals (DHs) in rural settings, where limited resources and understaffing may compound a poor approach and understanding of how to become a self-directed learner. Aim: To explore perspectives of doctors working in rural DHs, regarding their understanding of learning and learning needs. Setting: This study was conducted in Bethesda and Mseleni DHs, in rural KwaZulu-Natal. Methods: This was a qualitative study. Data was collected through 16 semi-structured interviews and non-participatory observations. Results: Four major themes emerged: “Why I learn,” “What I need to learn,” “How I learn,” and our learning environment.” This paper focussed on the first three themes. Doctors’ learning is influenced by various factors, including their engagement with clinical practice, personal motivation, and their learning process. Deliberate practice and engagement in reflective practice as key principles for workplace learning became evident. Conclusion: In rural DHs, doctors need to take a proactive self-regulated approach to their learning due to difficulties they encounter. They must build competence, autonomy, a sense of connection in their learning process, thus recognizing the need for continuous learning, motivating themselves, and understanding where they lack knowledge, all essential for achieving success. Contribution: This article contributes towards strengthening medical education in African rural context, by empowering medical educators and facility managers to meet the learning needs of doctors, thus contributing to the provision of quality health care.

Keywords

• medical doctors
• learning
• learning needs
• rural
• district hospitals.