Evaluating a community-engaged vertically integrated teaching and learning pilot project

Abstract

A community-engaged vertically integrated teaching and learning model has the potential to increase participants' confidence to teach in small groups, and create a more positive perception of registrars and students teaching in general practice. The concept would benefit from further longitudinal research with a wider sample.

General practitioners as educators in adolescent health: a training evaluation

“…A mixed methods approach was used, which included a pre and post intervention survey, and qualitative data obtained via focus groups. A questionnaire was designed that contained some items validated in a previous study [ 10 ]. The previously used scales were adjusted and extended based on the pilot results.…”

“…Outreach programs have been identified as one model of ‘youth friendly’ service delivery where ‘health providers meet [adolescents] in settings in which they feel comfortable.’ [ 5 ]. In Australia there are a number ‘GPs in Schools’ outreach programs that aim to improve young people’s access to GPs and the provision of health education [ 10 ]. However, studies consistently report GPs have low efficacy in dealing with adolescents [ 11 ].…”

“…Engaging in outreach programs in the community, and in schools in particular, requires GPs to not only have sound knowledge of adolescent health issues but to be confident and competent in the skills of community-based adolescent health education. Some ‘GPs in Schools’ training interventions contain a component of health education skills [ 10 , 19 ]. However, there are no reported training programs that focus on providing GPs with thorough theoretical and practical training in community based health education skills generally, and in particular the sub speciality of adolescent health education.…”

“…The training intervention took a vertically integrated (VI) approach to participants and included a mixed group of general practitioners (GP), GP registrars (GPR) and medical students (MS). Previous research has demonstrated that the MS and GPR, who are closer in age to the school students, may be seen as more approachable by adolescents, which can help to create a bridge between older GPs and adolescents [ 10 ], while GPs may bring a greater level of knowledge of adolescent health issues. That study found that participants enjoyed and learned from the ‘mix’ of knowledge and skills in both adolescent health and teaching strategies for adolescents amongst and between the three levels GP, GPR and MS.…”

Supervised near-peer clinical teaching in the ambulatory clinic: an exploratory study of family medicine residents’ perspectives

“…Although multiple studies have looked at Resident-as-Teacher programme implementation and evaluation [3, 10, 11], no studies have implemented supervision of clinical teaching in primary care as a pedagogical intervention. Two studies have looked at the views of stakeholders in regards to the role of primary care postgraduate near-peer teaching and found that primary care preceptors and trainees are open to its implementation [12, 13]. …”