{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T15:38:53Z","timestamp":1786117133801,"version":"build-2736575974"},"reference-count":10,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2026,8,1]],"date-time":"2026-08-01T00:00:00Z","timestamp":1785542400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,8,1]],"date-time":"2026-08-01T00:00:00Z","timestamp":1785542400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Journal of Medical Education and Curricular Development"],"published-print":{"date-parts":[[2026,8]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Exit interviews are widely used in human resources practice to understand employee experiences and inform organisational improvement. In academic medicine, trainees frequently transition between clinical and academic roles during integrated clinical academic training pathways, including Academic Clinical Fellowships (ACFs) and Academic Clinical Lectureships (ACLs). However, the use of exit interviews in this context is not well described.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>To explore the use of exit interviews within integrated clinical academic training (ICAT) programmes in England and Wales, and to identify existing practices, themes, and alternative approaches to trainee feedback.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>An online survey was distributed to ICAT leads across England and Wales via the InterACt network in May 2025. The survey addressed whether exit interviews were offered, their structure and content, and other feedback mechanisms. Responses were collected via email, collated using Microsoft Forms, and analysed descriptively.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Twenty responses were received. Only 4\/20 (20%) programmes reported offering exit interviews for both ACFs and ACLs, while half (10\/20) had no formal process. Practices ranged from structured, mandatory interviews to informal discussions. Where conducted, some programmes used templates or checklists, while others employed semi-structured approaches. Common themes included challenges in balancing clinical and academic responsibilities, delays in initiating research, and uncertainty around clinical academic career pathways. For ACLs, lack of bridging funding and limited post-CCT opportunities were key concerns. Positive experiences included strong institutional support, networking opportunities, and the value of induction and interim reviews. Most programmes (13\/20) used alternative methods to collect feedback, particularly surveys (annual, exit, and alumni), alongside ARCP discussions and informal meetings.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Exit interviews are not routinely implemented across ICAT programmes, although interest in their adoption is evident. Practices vary considerably, with surveys commonly used as an alternative feedback mechanism. Findings support development of a standardised exit interview approach tailored to clinical academic training.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/23821205261476109","type":"journal-article","created":{"date-parts":[[2026,8,4]],"date-time":"2026-08-04T08:54:14Z","timestamp":1785833654000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Exit Interviews Use in Integrated Clinical Academic Training Programmes: An Online Survey to Elicit Current Practice in England and Wales"],"prefix":"10.1177","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5619-0331","authenticated-orcid":false,"given":"Daniel","family":"Darbyshire","sequence":"first","affiliation":[{"name":"Lancaster University"},{"name":"Manchester Royal Infirmary"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hanan","family":"Basheer","sequence":"additional","affiliation":[{"name":"Manchester Royal Infirmary"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,8,4]]},"reference":[{"key":"e_1_3_8_2_2","volume-title":"Medical schools voice concerns over the drop in the clinical academic workforce","author":"Medical Schools Council","year":"2023","unstructured":"Medical Schools Council. Medical schools voice concerns over the drop in the clinical academic workforce. Medical School Council Website; 2023. https:\/\/www.medschools.ac.uk\/news\/medical-schools-voice-concerns-over-the-drop-in-the-clinical-academic-workforce. Accessed February 6, 2025."},{"key":"e_1_3_8_3_2","volume-title":"Medical academic workforce planning for the future","author":"British Medical Association","year":"2024","unstructured":"British Medical Association. Medical academic workforce planning for the future. The British Medical Association Website; 2024. https:\/\/www.bma.org.uk\/advice-and-support\/nhs-delivery-and-workforce\/workforce\/medical-academic-workforce-planning-for-the-future. Accessed February 6, 2025."},{"key":"e_1_3_8_4_2","doi-asserted-by":"publisher","DOI":"10.12968\/bjhc.2020.0135"},{"key":"e_1_3_8_5_2","doi-asserted-by":"publisher","unstructured":"Abbasi K. 2024 The BMJ Commission on the Future of Academic Medicine. doi:10.1136\/bmj.q1294. Published online June 13 2024.","DOI":"10.1136\/bmj.q1294"},{"key":"e_1_3_8_6_2","volume-title":"Promotion, praise and promise","author":"NHS Employers","year":"2020","unstructured":"NHS Employers. Promotion, praise and promise. NHS Employers; 2020. https:\/\/www.nhsemployers.org\/case-studies\/promotion-praise-and-promise. Accessed February 10, 2025."},{"key":"e_1_3_8_7_2","doi-asserted-by":"publisher","DOI":"10.1136\/bmjopen-2016-015722"},{"key":"e_1_3_8_8_2","doi-asserted-by":"publisher","DOI":"10.1108\/MRR-02-2021-0148"},{"key":"e_1_3_8_9_2","volume-title":"Annual Conference of the International Employment Relations Association","author":"Johns R","year":"2004","unstructured":"Johns R. The effectiveness of exit interviews in reducing employee turnover. In: Annual Conference of the International Employment Relations Association. IERA; 2004. https:\/\/opus.lib.uts.edu.au\/bitstream\/10453\/7621\/1\/2004000757.pdf. Accessed May 13, 2026."},{"key":"e_1_3_8_10_2","volume-title":"Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research","author":"Creswell JW","year":"2014","unstructured":"Creswell JW. Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Fourth edition Pearson New International Edition: Pearson; 2014."},{"key":"e_1_3_8_11_2","article-title":"Exit interviews in health professions education: a scoping review protocol","author":"Darbyshire D","unstructured":"Darbyshire D. Exit interviews in health professions education: a scoping review protocol. Open Science Framework Reigisteries. https:\/\/osf.io\/pt2rx. Published online January 22, 2026. Accessed January 22, 2026.","journal-title":"Open Science Framework Reigisteries"}],"container-title":["Journal of Medical Education and Curricular Development"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/23821205261476109","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/23821205261476109","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/23821205261476109","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,8,6]],"date-time":"2026-08-06T13:18:06Z","timestamp":1786022286000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/23821205261476109"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,8]]},"references-count":10,"alternative-id":["10.1177\/23821205261476109"],"URL":"https:\/\/doi.org\/10.1177\/23821205261476109","relation":{},"ISSN":["2382-1205","2382-1205"],"issn-type":[{"value":"2382-1205","type":"print"},{"value":"2382-1205","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,8]]},"article-number":"23821205261476109"}}