Educational models, participant experience and outcomes of a diploma course in practice management for Aboriginal Medical Services: a qualitative study
Parker Magin A B * , Anthony Paulson C , Christopher O’Brien C , Irena Patsan A B , Alison Fielding A B , Mieke van Driel D and Linda Klein A BA University of Newcastle, School of Medicine and Public Health, University Drive, Callaghan, NSW 2380, Australia.
B GP Synergy, Regional Training Organisation (RTO), NSW and ACT Research and Evaluation Unit, Level 1, 20 Mclntosh Drive, Mayfield West, NSW 2304, Australia.
C GP Synergy, Regional Training Organisation (RTO), Aboriginal and Torres Strait Islander Cultural Education Unit, Level 1, 20 Mclntosh Drive, Mayfield West, NSW 2304, Australia.
D University of Queensland, General Practice Clinical Unit, Faculty of Medicine, Level 8, Health Science Building, Royal Brisbane and Women’s Hospital, Brisbane, Qld 4029, Australia.
Australian Journal of Primary Health 29(4) 349-357 https://doi.org/10.1071/PY22202
Submitted: 13 September 2022 Accepted: 10 November 2022 Published: 9 December 2022
© 2023 The Author(s) (or their employer(s)). Published by CSIRO Publishing on behalf of La Trobe University. This is an open access article distributed under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC)
Abstract
Background: Practice managers and other administrative and management staff in Aboriginal Medical Services operate in a highly specialised cultural, social and administrative environment requiring a unique skill set. The TAFE NSW Diploma in Practice Management for Aboriginal Medical Services (DPMAMS) addresses the need for training in these skills. This study sought to explore DPMAMS graduates’ experiences of having undertaken the diploma course, and the effects on their subsequent work practice and career.
Methods: A qualitative study utilising individual, semi-structured interviews conducted via videoconference and employing a thematic analysis approach was performed.
Results: Ten DPMAMS alumni participated. At the time of DPMAMS completion, two participants were Aboriginal Medical Services practice managers, two were reception staff, five were in non-practice manager administrative or management roles and one was in a clinical role. Principal themes in the study findings were related to (1) the rich and singular learning environment with emphasis on peer-to-peer learning (which also facilitated ‘communities of practice’ extending the collaborative learning model to post-DMAMS peer learning and support); (2) knowledge and subsequent professional and personal confidence (leading to taking on increased workplace responsibility including post-DPMAMS mentoring roles); (3) translational effects on personal work and professional performance; (4) translational effects on work processes at the participants’ Aboriginal Medical Services; and (5) the permeating influence of Aboriginal culture and commitment to Aboriginal communities.
Conclusions: The DPMAMS is an education/training program of perceived high value and fitness for purpose. The findings of utility of education that is empowered by culture, values and peer support may be applicable in wider settings.
Keywords: continuing education, general practice, health care facilities, health facility administration, Indigenous health services, interprofessional education, manpower, services and medical receptionists, medical practice management, primary health care.
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