BMC medical education · 2026
Perspectives on educating lifelong learning in postgraduate orthopaedic training: an interpretivist qualitative study.
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O'Connor Megan, Bantjes Jason, Wolf Jennifer Moriatis, Marais Leonard Charles
Аннотация
BACKGROUND: Lifelong learning (LLL) is a core competency in medical education, reflecting the need for clinicians' knowledge and skills to remain current. While postgraduate curricula emphasise LLL, a gap remains in understanding how it is interpreted and enacted within orthopaedic training. Little is known about how trainees and trainers conceptualise LLL and how these perspectives shape their views on its development and assessment in orthopaedic practice. Addressing this is necessary to align curricular expectations with the orthopaedic clinical context.
METHODS: An interpretivist qualitative study was conducted using semi-structured interviews and focus groups with 16 participants (eight consultant orthopaedic surgeons serving as training coordinators, and eight registrars) from all South African universities offering orthopaedic postgraduate training. Data were collected via Zoom™ (March 2023-May 2024), recorded, transcribed, and analysed inductively using thematic analysis. Trustworthiness was enhanced through triangulation, member checking, and reflexivity.
RESULTS: Participants conceptualised LLL in three ways: (1) as a natural predisposition linked to curiosity and pushing knowledge boundaries, (2) as a habit of mind that can be intentionally developed, and (3) as a value integral to professionalism and being a "good doctor". Suggested strategies for LLL development included mentorship, fostering curiosity, and scholarly activities such as journal clubs and research.
CONCLUSION: LLL in postgraduate orthopaedics is perceived not only as a technical requirement but also as a personal characteristic, a habit of mind, and as a defining professional value. Recognising these dimensions informs strategies for cultivating LLL in trainees. Training programmes should support both engagement in and the effective practice of LLL by integrating approaches that promote curiosity, mentorship, and scholarly engagement with research and critical appraisal.
METHODS: An interpretivist qualitative study was conducted using semi-structured interviews and focus groups with 16 participants (eight consultant orthopaedic surgeons serving as training coordinators, and eight registrars) from all South African universities offering orthopaedic postgraduate training. Data were collected via Zoom™ (March 2023-May 2024), recorded, transcribed, and analysed inductively using thematic analysis. Trustworthiness was enhanced through triangulation, member checking, and reflexivity.
RESULTS: Participants conceptualised LLL in three ways: (1) as a natural predisposition linked to curiosity and pushing knowledge boundaries, (2) as a habit of mind that can be intentionally developed, and (3) as a value integral to professionalism and being a "good doctor". Suggested strategies for LLL development included mentorship, fostering curiosity, and scholarly activities such as journal clubs and research.
CONCLUSION: LLL in postgraduate orthopaedics is perceived not only as a technical requirement but also as a personal characteristic, a habit of mind, and as a defining professional value. Recognising these dimensions informs strategies for cultivating LLL in trainees. Training programmes should support both engagement in and the effective practice of LLL by integrating approaches that promote curiosity, mentorship, and scholarly engagement with research and critical appraisal.