Integrating postgraduate and undergraduate general practice education: qualitative study

Abstract

Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' teaching capacity. Recognising the diverse educational needs of learners at different stages and collaboration between agencies responsible for the planning and delivery of specialist training and medical degree programmes would appear to be important.

The role of vertically integrated learning in a rural longitudinal integrated clerkship

“…In alignment with previous research outside an LIC context, participants expressed that all levels of learners can benefit from VI, recognising that each level of learner has unique knowledge and skills to share [12, 14, 34]. This sharing of teaching and learning roles may be particularly enhanced where LIC programs occur, as over time students have been found to develop strong trusting relationships with their supervisors, colleagues and patients [15, 18]. LIC students have been found to feel more comfortable and confident in revealing their limitations and learning goals to their supervisors than students in block rotations, who have less contact with their supervisor and therefore may feel more pressured to perform when in their presence [35].…”

“…LIC students have been found to feel more comfortable and confident in revealing their limitations and learning goals to their supervisors than students in block rotations, who have less contact with their supervisor and therefore may feel more pressured to perform when in their presence [35]. Similarly, learning is enhanced when supervisors are comfortable revealing their own limitations and continued learning needs [15]. The participants’ comments relating to the supportive and collegial environment they experienced during group sessions support the notion that the LIC context is enhancing these aspects of VI learning.…”

“…It is not uncommon for practices to simultaneously accommodate medical students, prevocational trainees on rotation and vocational trainees undertaking the General Practice training program. As a result, there has been a need for the development and adoption of efficient approaches in terms of both time and resources to simultaneously educate multi-level learners [12–15]. Vertically integrated learning (VI) is one such approach [3, 16].…”

“…VI has been defined as ‘(the) coordinated, purposeful, planned system of linkages and activities in the delivery of education and training throughout the continuum of the learner’s stages of medical education’ [16]. VI recognises that opportunities exist to develop and foster educational links between the various stages of training [14, 15]. Importantly, it highlights the potential for shared learning to occur between co-located trainees, and recognises the multidirectional flow of teaching and learning that occurs within a practice environment, with all parties recognised both as a learner and a teacher [17].…”

Medical students’ attitudes towards careers in primary care in Singapore

“…While previous studies have shed light on the initiatives that can be implemented by different stakeholders, they were discussed only briefly. More focus was given on the role of medical schools without explaining how state institutions and professional bodies can contribute to improving the recruitment of future graduates into the primary care workforce [16][17][18][19][20]. Students' concerns point to the need to tackle the negative and powerful impact of informal and hidden curricula on interest in primary care, as well as broader policy initiatives.…”