What motivates general practitioners to teach

Thomson, Jennifer; Haesler, Emily; Anderson, Katrina; Barnard, Amanda

doi:10.1111/tct.12076

Cited by 33 publications

(40 citation statements)

References 16 publications

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“…Many reported being a supervisor made them a better GP, concurring with previous reports highlighting the reciprocal trainee-supervisor learning relationship. 1,3,6,25 In line with other research, 26,27 supervisors experienced tension between competing demands of clinical work and supervision as they found themselves being accountable for their own patients, their registrar and the registrar's patients. Managing unpredictable ad hoc interruptions from their registrar was a particular skill to acquire.…”

Section: Discussionmentioning

confidence: 56%

‘Your head can literally be spinning’: A qualitative study of general practice supervisors’ professional identity

Garth¹,

Kirby²,

Nestel³

et al. 2019

Aust J Gen Pract

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Section: Discussionmentioning

confidence: 56%

‘Your head can literally be spinning’: A qualitative study of general practice supervisors’ professional identity

Garth¹,

Kirby²,

Nestel³

et al. 2019

Aust J Gen Pract

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“…Opportunity to learn from and alongside medical students, registrars and junior doctors has also been identified as a motivator for GP participation in teaching [17]. An assessment of a VI model delivered in South Australia suggested that a VI training model was associated with an increase in workplace numbers through the attraction to the region of both experienced and training practitioners [18].…”

Section: Introductionmentioning

confidence: 99%

The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

et al. 2014

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BackgroundMedical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner.MethodsA qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators.Results52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used.A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements, all contribute to positive learning from a learners’ perspective.Learners identified a number of innovative teaching methods and viewed them as positive. These included multi-level learner group tutorials in the practice, being taught by a team of teachers, including GP registrars and other health professionals, and access to a supernumerary GP supervisor (also termed “GP consultant teacher”). Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning.ConclusionsVertical integration of GP education and training generally impacted positively on all levels of learner. This research has provided further evidence about the learning culture, structures and teaching processes that have a positive impact on learners in the clinical general practice setting where there are multiple levels of learners. It has also identified some innovative teaching methods that will need further examination. The findings reinforce the importance of the environment for learning and learner centred approaches and will be important for training organisations developing vertically integrated practices and in their training of GP teachers.

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“…Faculty and learner expectations of teachers Kieran Walsh , BMJ Learning Group , London , UK K iani et al have presented an insightful study into the expectations of medical students regarding their medical teachers. 1 The messages are strikingly clear -students rank teaching and interpersonal skills very highly. Personal and professional skills follow close behind.…”

Section: Letters To the Editorsmentioning

confidence: 99%

“…W e thank Thomson et al . for publishing this insightful Australian study. 1 We were drawn to it as, in the face of recruitment challenges, we conducted a similar survey of general practice teachers (GPTs) in October 2013, investigating key issues informing decisions of GPTs on whether or not to offer medical students placements in general practices.…”

Section: Letters To the Editorsmentioning

confidence: 99%

Faculty and learner expectations of teachers

Walsh¹

2014

Clin Teach

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What motivates general practitioners to teach

Cited by 33 publications

References 16 publications

‘Your head can literally be spinning’: A qualitative study of general practice supervisors’ professional identity

‘Your head can literally be spinning’: A qualitative study of general practice supervisors’ professional identity

The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

Faculty and learner expectations of teachers

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