Student perceptions of GP teachers’ role in community-based undergraduate surgical education: a qualitative study

Abstract

ObjectivesTo evaluate medical students' perceptions of a new community-based surgical module being delivered as part of a third-year clinical methods teaching (CMT) course at Imperial College, London.DesignA qualitative study using focus group interviews with medical students who had recently completed the surgical module. Focus group discussions were recorded, transcribed and analysed to identify key categories that reflected the positive and negative aspects of the student's perspectives.SettingImperial College, LondonParticipantsTwo groups of fourth-year medical students were invited to participate in the focus groups. The first group consisted of seven students from the surgery and Anaesthesia BSc course. The second group consisted of a random sample of five students from other BSc courses at Imperial College.Main Outcome MeasuresThese were not defined pre-study as the purpose of the study was to obtain student perceptions of the surgical module. Facilitators were given guide questions to aid consistency and prompted discussion where required using an inductive approach to the topics discussed by the students.ResultsStudent opinions of surgical teaching delivered in the community compared favourably with the surgical teaching delivered in hospitals. Students identified the key benefits as: having protected time to learn, regular access to suitable patients, and teaching that was more learner-centred. Challenges identified by students included the GPs' lack of specialist knowledge and teaching that was dictated by individual interests rather than the syllabus.ConclusionsCommunity-based teaching has been widely used to deliver teaching traditionally taught in hospital settings. However, surgical skills are still taught largely by surgical specialists within hospitals. Our study suggests that students are receptive to GPs teaching surgical topics in the community and perceive GPs as competent teachers. This study suggests that there may be benefits in delivering traditional surgical modules in community settings. Providing training for teachers may be a key factor in ensuring quality of surgical teaching for all students.

The current provision of community-based teaching in UK medical schools: an online survey and systematic review

“…O'Sullivan et al 12 had similar findings among students from University College London, where practice-based teaching bore qualities of better teaching attitudes, teaching methods and course organisation. Interestingly, these findings were consistent with Powell and Easton's 27 investigation on Imperial College students undertaking their surgery module. These students preferred surgical teaching within general practices due to the learner-centred approach in teaching, more protected teaching time and regular access to suitable patients for acquiring clinical skills.…”

“…This included community-based teaching which was incorporated into specialty modules such as Obstetrics and Gynaecology, 31 Psychiatry 22 and Surgery. 27 The unique approach of incorporating primary healthcare in an intercalated Bachelor of Science medical research year also received positive feedback. 23 …”

“…Although most evaluations produced consistent evidence on the benefits of community teaching, two studies highlighted the lack of in-depth knowledge of specialist teaching when conducted by GP tutors: the significance of this finding was measured qualitatively through student interviews, 27 and quantitatively through academic scores for the respective specialty modules. 34 …”

“…Powel et al 's 27 evaluation also shed light on the benefits that medical schools gained from tapping into teaching within the community. By doing so, medical schools were able to increase the availability of learning opportunities to medical students.…”

Formulation of Genetic Counseling Format for Adult Bangladeshi Patients with Acute Myeloid Leukemia

“…Group discussion is an effective process in qualitative research [13]. Information related to the disease, educational and psychological aspects, and the counselor's view about the draft format was collected in the group discussion.…”