{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,15]],"date-time":"2026-10-15T22:38:13Z","timestamp":1792103893467,"version":"4.4.0"},"reference-count":37,"publisher":"BMJ","issue":"4","funder":[{"DOI":"10.13039\/100014559","name":"General Medical Council","doi-asserted-by":"crossref","id":[{"id":"10.13039\/100014559","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["bmj.com"],"crossmark-restriction":true},"short-container-title":["BMJ Open"],"accepted":{"date-parts":[[2019,2,15]]},"published-print":{"date-parts":[[2019,4]]},"abstract":"<jats:sec>\n                  <jats:title>Objectives<\/jats:title>\n                  <jats:p>To examine what activities constitute the work of Foundation doctors and understand the factors that determine how that work is constructed.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>Design<\/jats:title>\n                  <jats:p>Cross-sectional mixed methods study. Questionnaire survey of the frequency with which activities specified in curricular documents are performed. Semistructured interviews and focus groups.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>Setting<\/jats:title>\n                  <jats:p>Postgraduate medical training in the UK.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>Participants<\/jats:title>\n                  <jats:p>Doctors in their first 2 years of postgraduate practice (Foundation Programme). Staff who work with Foundation doctors\u2014supervisors, nurses and employers (clinical; non-clinical).<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>Results<\/jats:title>\n                  <jats:p>Survey data from 3697 Foundation doctors identified curricular activities (41\/103, 42%) that are carried out routinely (performed at least once or twice per week by &gt;75% of respondents). However, another 30 activities (29%) were carried out rarely (at least once or twice per week by &lt;25% respondents), largely because they are routinely part of nurses\u2019, and not doctors\u2019, work. Junior doctors indicated their work constituted three roles: \u2018support\u2019 of ward and team, \u2018independent practitioner\u2019 and \u2018learner\u2019. The support function dominated work, but conflicted with stereotyped expectations of what \u2018being a doctor\u2019 would be. It was, however, valued by the other staff groups. The learner role was felt to be incidental to practice, but was couched in a limited definition of learning that related to new skills, rather than consolidation and practice. Activities and perceived role were shaped by the organisational context, medical hierarchies and through relationships with nurses, which could change unpredictably and cause tension. Training progression did not affect what activities were done, but supported greater autonomy in how they were carried out.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>Conclusions<\/jats:title>\n                  <jats:p>New doctors must be fit for multiple roles. Strategies for transition should manage graduates\u2019 expectations of real-world work, and encourage teams and organisations to better accommodate graduates. These strategies may help ensure that new doctors can adapt to the variable demands of the evolving multiprofessional workforce.<\/jats:p>\n               <\/jats:sec>","DOI":"10.1136\/bmjopen-2018-027522","type":"journal-article","created":{"date-parts":[[2019,4,8]],"date-time":"2019-04-08T13:50:02Z","timestamp":1554731402000},"page":"e027522","update-policy":"https:\/\/doi.org\/10.1136\/crossmarkpolicy","source":"Crossref","is-referenced-by-count":22,"title":["What are junior doctors for? The work of Foundation doctors in the UK: a mixed methods study"],"prefix":"10.1136","volume":"9","author":[{"given":"Gillian","family":"Vance","sequence":"first","affiliation":[{"name":"School of Medical Education, Newcastle University, Newcastle Upon Tyne, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sharmila","family":"Jandial","sequence":"additional","affiliation":[{"name":"School of Medical Education, Newcastle University, Newcastle Upon Tyne, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jon","family":"Scott","sequence":"additional","affiliation":[{"name":"School of Medical Education, Newcastle University, Newcastle Upon Tyne, UK"},{"name":"Northern Foundation School, Health Education England working across North East and North Cumbria, Newcastle Upon Tyne, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Bryan","family":"Burford","sequence":"additional","affiliation":[{"name":"School of Medical Education, Newcastle University, Newcastle Upon Tyne, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"239","published-online":{"date-parts":[[2019,4,8]]},"reference":[{"key":"2025101811134528000_9.4.e027522.1","unstructured":"Monrouxe L , Bullock A , Cole J , et al . How prepared are UK medical graduates for practice: Final report from a programme of research commissioned by the General Medical Council. 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Job transitions and personal and role development. In: Rowland KM , Ferris GR , eds. Research in personnel and human resources management 2. Greenwich, CT: JAI Press, 1984:155\u201385."},{"key":"2025101811134528000_9.4.e027522.8","doi-asserted-by":"publisher","DOI":"10.3109\/0142159X.2014.947929"},{"key":"2025101811134528000_9.4.e027522.9","unstructured":"Addicott R , Maguire D , Honeyman M , et al . Workforce planning in the NHS. London: The King\u2019s Fund, 2015."},{"key":"2025101811134528000_9.4.e027522.10","unstructured":"GMC. Outcomes for graduates: General Medical Council, 2015."},{"key":"2025101811134528000_9.4.e027522.11","unstructured":"UKFPO. The foundation programme curriculum: United Kingdom Foundation Programme Office, 2012."},{"key":"2025101811134528000_9.4.e027522.12","unstructured":"Illing J , Morrow G , Kergon C , et al . 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