Introduction: During general practice (GP) specialist training, trainees typically complete several hospital rotations to develop specific skills and manage a wide range of medical conditions. Previous research indicates that such rotations can also present challenges, including feelings of isolation and risk of burnout. However, little is known about how GP trainees themselves experience and navigate their learning in hospital settings. Understanding these perspectives is essential for designing supportive postgraduate training environments. This study therefore explored GP trainees’ experiences of hospital rotations in Denmark. Methods: We conducted a qualitative study combining 38 hours of field observations following nine different GP trainees and ten group interviews with a total of 44 participants. Data were analysed using principles of reflexive thematic analysis. Results: GP trainees regarded hospital rotations as essential for developing competencies needed in general practice, yet they also described them as challenging to navigate. Through our analysis, we developed three overarching themes: 1) Finding meaning away from home; 2) Learning in frequent transitions; and 3) Working and learning at the margins. Discussion: Hospital rotations provide valuable learning opportunities, but their educational impact is shaped by how relevance is made explicit and how transitions are supported. For GP trainees, frequent hospital rotations combined with time away from general practice can create a form of double peripherality, making continuity and belonging fragile. Clear framing of learning objectives, structured rotation planning, and accessible peer and supervisor support are key to ensuring educational value and fostering continuity, belonging, and the development of GP professional identity.
Klitgaard et al. (Thu,) studied this question.
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