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Background <p>Postgraduate medical training plays a critical role in preparing junior doctors for independent practice, yet participation in teaching sessions remains challenging in many clinical training environments. Existing literature highlights persistent tensions between clinical service demands and learning, compounded by diverse learner needs, limited resources, and entrenched workplace cultures. Similarly, in Singapore, junior doctors are expected to attend structured teaching during working hours, but attendance remains suboptimal. This study aims to explore these junior doctors’ perception of the barriers and motivators influencing their attendance at these teaching sessions, and how they negotiate learning within service-intensive environments.</p> Methods <p>We conducted a qualitative exploratory study in March 2025 at a large tertiary hospital in Singapore. Fourteen junior doctors participated in semi-structured focus group discussions. Discussions explored their perceptions of the value of teaching sessions, motivations for attendance, barriers encountered, and suggestions for improvement. Transcripts were analysed inductively using thematic analysis, supported by independent coding and iterative discussion among the research team.</p> Results <p>Participants valued the teaching sessions as they help to address knowledge gaps and enhance clinical confidence. Motivation to attend was influenced by both extrinsic factors (e.g., lunch, attendance requirements) and intrinsic factors (e.g., interest in relevant topics). However, attendance was hindered by clinical workload and interruptions during sessions. Participants recommended protected training time, flexible delivery formats and improved content selection. Supportive departmental learning culture and timely administrative reminders further facilitated participation.</p> Conclusions <p>Junior doctors perceive teaching sessions as valuable and are motivated to engage in learning, but face workload-related barriers that limit attendance. Curated topic selection to enhance clinical relevance, providing multiple formats to deliver learning resources and ensuring protected training time may help improve participation. The participants’ perspectives offer practical strategies that educators can use to enhance attendance and strengthen postgraduate teaching. </p>

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A qualitative study on barriers and motivators to attending teaching sessions among Singapore Junior Doctors

  • 期刊论文

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  • 发表日期：

    2026年7月21日

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  • Nur Emillia Roslan,
  • Khaing Zin That,
  • Chaoyan Dong,
  • Astrid Melani Suantio,
  • Qiao Qi Teo,
  • Priscilla Pei Sze Chiam,
  • Wai Lun Moy

摘要

Background

Postgraduate medical training plays a critical role in preparing junior doctors for independent practice, yet participation in teaching sessions remains challenging in many clinical training environments. Existing literature highlights persistent tensions between clinical service demands and learning, compounded by diverse learner needs, limited resources, and entrenched workplace cultures. Similarly, in Singapore, junior doctors are expected to attend structured teaching during working hours, but attendance remains suboptimal. This study aims to explore these junior doctors’ perception of the barriers and motivators influencing their attendance at these teaching sessions, and how they negotiate learning within service-intensive environments.

Methods

We conducted a qualitative exploratory study in March 2025 at a large tertiary hospital in Singapore. Fourteen junior doctors participated in semi-structured focus group discussions. Discussions explored their perceptions of the value of teaching sessions, motivations for attendance, barriers encountered, and suggestions for improvement. Transcripts were analysed inductively using thematic analysis, supported by independent coding and iterative discussion among the research team.

Results

Participants valued the teaching sessions as they help to address knowledge gaps and enhance clinical confidence. Motivation to attend was influenced by both extrinsic factors (e.g., lunch, attendance requirements) and intrinsic factors (e.g., interest in relevant topics). However, attendance was hindered by clinical workload and interruptions during sessions. Participants recommended protected training time, flexible delivery formats and improved content selection. Supportive departmental learning culture and timely administrative reminders further facilitated participation.

Conclusions

Junior doctors perceive teaching sessions as valuable and are motivated to engage in learning, but face workload-related barriers that limit attendance. Curated topic selection to enhance clinical relevance, providing multiple formats to deliver learning resources and ensuring protected training time may help improve participation. The participants’ perspectives offer practical strategies that educators can use to enhance attendance and strengthen postgraduate teaching.