Objective: Major changes in the design and delivery of clinical academic training in the United Kingdom have occurred yet there has been little exploration of the perceptions of integrated clinic academic trainees or educators. We obtained the views of a range of key stakeholders involved in clinical academic training in the East Midlands.
Design: A qualitative study with inductive iterative thematic content analysis of findings from trainee surveys and facilitated focus groups.
Setting: The East Midlands School of Clinical Academic Training.
Participants: Integrated Clinical Academic Trainees, clinical and academic educators involved in clinical academic training.
Main outcome measures: The experience, opinions and beliefs of key stakeholders about barriers and enablers in the delivery of clinical academic training.
Results: We identified key themes many shared by both trainees and educators. These highlighted issues in the systems and process of the integrated academic pathways, career pathways, supervision and support, the assessment process and the balance between clinical and academic training.
Conclusions: Our findings help inform the future development of integrated academic training programmes.
Keywords: Clinical academic training; careers; postgraduate.