Jones, M;
Kirtchuk, L;
Rosenthal, J;
(2020)
GP registrars teaching medical students- an untapped resource?
Education for Primary Care
, 31
(4)
pp. 224-230.
10.1080/14739879.2020.1749531.
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Abstract
Background: General practice placements are fundamental to undergraduate medical education but there are difficulties in recruiting teaching practices. Developing “near peer teaching” may help. Health Education England & UCL run a programme in general practice (GP) training schemes with Innovative Training Posts in medical education. Aim: To evaluate GP innovative training posts in undergraduate medical education. Design and Setting: Focus groups and interviews with GP specialty trainees (“trainees”), medical students & educational stakeholders in London. Method: A qualitative study exploring stakeholders’ perspectives of this initiative. Transcribed interviews were analysed thematically. Results: We interviewed 26 stakeholders. Students valued trainees’ generalist expertise and making explicit areas of medicine. Trainees adopted student-centred approaches, addressing students’ assessment agendas, in contrast to senior doctors. Trainees also provided career guidance. Trainees expressed benefits to their development; their identity as learners & educators, and clinical knowledge. Teaching & learning for trainees were inter related; as identified by “to teach something well is to understand it well”. Educational leaders were supportive but had to champion such initiatives. Conclusion: Near peer teaching in general practice is relatively novel. There are strong educational benefits for learners & teachers clearly influenced by the social context of learning. Positive career roles are modelled by trainees.
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