Student-centred GP ambassadors: Perceptions of experienced clinical tutors in general practice undergraduate training

Abstract

Objective. To explore experienced general practitioner (GP) tutor perceptions of a skilled GP tutor of medical students. Design. Interview study based on focus groups. Setting. Twenty GPs experienced in tutoring medical students at primary health care centres in two Swedish regions were interviewed. Method. Four focus-group interviews were analysed using qualitative content analysis. Subjects. Twenty GP tutors, median age 50, specifically selected according to age, gender, and location participated in two focus groups in Gothenburg and Malmö, respectively. Main outcome measures. Meaning units in the texts were extracted, coded and condensed into categories and themes. Results. Three main themes emerged: “Professional as GP and ambassador to general practice”, “Committed and student-centred educator”, and “Coordinator of the learning environment”. Conclusion. Experienced GP tutors describe their skills as a clinical tutor as complex and diversified. A strong professional identity within general practice is vital and GP tutors describe themselves as ambassadors to general practice, essential to the process of recruiting a new generation of general practitioners. Leaders of clinical education and health care planners must understand the complexity in a clinical tutor's assignment and provide adequate support, time, and resources in order to facilitate a sustainable tutorship and a good learning environment, which could also improve the necessary recruitment of future GPs.

What factors motivate junior doctors to engage as clinical tutors? A qualitative study

“…In an earlier study focusing on experienced tutors, we did not find this fear, 28 but it is supported by findings in a study, where experienced GP tutors regarded a strong professional identity as a key ability as a clinical tutor. 9 It should not, however, disqualify younger physicians or foundation doctors as clinical tutors. As mentioned above, findings indicate that junior doctors might be effective tutors, and are often viewed upon by students as being approachable and empathic.…”

“…Participants voice a wish to get clear information about the task and the course, including course goals from the university, which is more clearly expressed in this study than in our earlier findings. 9 , 28 Of interest is also the request from some participants to influence course content if they are to remain tutors. It might reflect a strong wish from these young doctors to exert greater influence on their working conditions, or a more pedagogic interest among these participants, whereby they are attending tutor education courses.…”

“…To orchestrate these advanced tasks, the tutor becomes a coordinator of learning activities in practice. 9 Thus, tutors arrange clinical situations where students are introduced to early clinical experience, patient contact and communication skills. 6 - 8 , 10 Courses with this content help students socially adjust to their profession and interact more confidently with patients.…”

“… 31 Earlier research has focused on experienced physicians’ views as clinical tutors. 9 , 28 However, young doctors play an important role in undergraduate clinical education, and studies clarifying their views are rare. Accordingly, we found it necessary to understand junior doctors’ views and motives on serving as future clinical tutors.…”

Yonder: Fatigue, role models, MDT meetings, and GP signatures

“…In a recent Swedish study, 20 experienced GP tutors (median age 50 years) were asked about the attributes they considered important for GP tutors of medical students. 2 Three main themes emerged: coordination of the learning environment, delivering student-centred education, and acting as an ambassador for general practice.…”