GP registrars teaching medical students- an untapped resource?
Undergraduate medical education
family practice
Journal
Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors
ISSN: 1475-990X
Titre abrégé: Educ Prim Care
Pays: England
ID NLM: 101141280
Informations de publication
Date de publication:
07 2020
07 2020
Historique:
pubmed:
23
4
2020
medline:
24
6
2021
entrez:
23
4
2020
Statut:
ppublish
Résumé
General practice placements are fundamental to undergraduate medical education but there are difficulties in recruiting teaching practices. Developing "near peer teaching" may help. Health Education England & UCL run a programme in general practice (GP) training schemes with Innovative Training Posts in medical education. To evaluate GP innovative training posts in undergraduate medical education. Focus groups and interviews with GP specialty trainees ("trainees"), medical students & educational stakeholders in London. A qualitative study exploring stakeholders' perspectives of this initiative. Transcribed interviews were analysed thematically. We interviewed 26 stakeholders. Students valued trainees' generalist expertise and making explicit areas of medicine. Trainees adopted student-centred approaches, addressing students' assessment agendas, in contrast to senior doctors. Trainees also provided career guidance. Trainees expressed benefits to their development; their identity as learners & educators, and clinical knowledge. Teaching & learning for trainees were inter related; as identified by "to teach something well is to understand it well". Educational leaders were supportive but had to champion such initiatives. Near peer teaching in general practice is relatively novel. There are strong educational benefits for learners & teachers clearly influenced by the social context of learning. Positive career roles are modelled by trainees.
Sections du résumé
BACKGROUND
General practice placements are fundamental to undergraduate medical education but there are difficulties in recruiting teaching practices. Developing "near peer teaching" may help. Health Education England & UCL run a programme in general practice (GP) training schemes with Innovative Training Posts in medical education.
AIM
To evaluate GP innovative training posts in undergraduate medical education.
DESIGN AND SETTING
Focus groups and interviews with GP specialty trainees ("trainees"), medical students & educational stakeholders in London.
METHOD
A qualitative study exploring stakeholders' perspectives of this initiative. Transcribed interviews were analysed thematically.
RESULTS
We interviewed 26 stakeholders. Students valued trainees' generalist expertise and making explicit areas of medicine. Trainees adopted student-centred approaches, addressing students' assessment agendas, in contrast to senior doctors. Trainees also provided career guidance. Trainees expressed benefits to their development; their identity as learners & educators, and clinical knowledge. Teaching & learning for trainees were inter related; as identified by "to teach something well is to understand it well". Educational leaders were supportive but had to champion such initiatives.
CONCLUSION
Near peer teaching in general practice is relatively novel. There are strong educational benefits for learners & teachers clearly influenced by the social context of learning. Positive career roles are modelled by trainees.
Identifiants
pubmed: 32319871
doi: 10.1080/14739879.2020.1749531
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
224-230Commentaires et corrections
Type : CommentIn