Jones, M; Kirtchuk, L; Rosenthal, J; (2019) Near peer teachers GP Specialty Trainees (GPSTs) as teachers and career pathfinder. Presented at: AMEE 2019, Vienna, Austria.

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Abstract

Introduction; Junior doctors are key providers of medical student teaching in hospital settings, yet rarely do so in primary care as part of their GP specialty training. There is evidence that the reduced distance between teacher & learner in such near-peer teaching (NPT) fosters learning (Ten Cate & Durning). However, postgraduate (PG) medical training is situated in an “externally regulated learning” environment where self-regulated and externally regulated learning interact to influence students’ learning. (de la Fuente) GP training schemes in N. London offer 6 month Innovative Training Posts (ITP) for GP specialist trainees (GPSTs) combining their clinical training with regular student teaching. We evaluated this educational innovation to explore the impact on GPSTs & their students. / Methods; We carried out focus groups and semi-structured interviews with the GPSTs, their students & stakeholders in GP education (education leads), to explore the perspective of GPSTs as UG teachers. Interviews were transcribed & data thematically analysed; deductively from Ten Cate & inductively from our novel data. / Results; Data were obtained from 26 individual stakeholders. We identified elements of role modelling and socialization into the discipline, and identified the role of external regulated learning. All stakeholders perceived tangible benefits to students from NPTs; they adopted more student centred approaches and were more likely to take on board students’ immediate goals, contrasting with senior doctors (social congruence). Students valued GPSTs’ generalist clinical expertise, who could make explicit their knowledge of medicine. GPSTs expressed benefits to their own development, forming their identity as learners & teachers. GPSTs & educational stakeholders explored this acquisition of “expertise”. The role of education; both teaching & learning for GPSTs was key; articulated as “to teach something well is to understand it well”. GPSTs also provided students with sign posting for GP careers. Discussion & Conclusion. Formalised near peer teaching in GP for students is relatively novel (Rushforth). There are strong educational benefits to learners & teachers, while not disrupting GPSTs own training. Take home message Near peer learning provided by GPSTs to students aids their learning and role modelling and is accepted (and encouraged) by senior educators.

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