UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Exploring stories of learning and professional development: interactions between GP personal tutors and medical students

Abrams, R; Sriranjan, A; Park, S; Coppola, W; Ferris, M; (2020) Exploring stories of learning and professional development: interactions between GP personal tutors and medical students. Education for Primary Care 10.1080/14739879.2020.1786467. (In press).

[img] Text
Park_Exploring stories of learning and professional development- interactions between GP personal tutors and medical students_AAM.pdf - Accepted version
Access restricted to UCL open access staff until 4 July 2021.

Download (238kB)

Abstract

BACKGROUND: The demanding environment at medical school results in some students being prone to a high risk of mental health issues. GMC recommendations include positioning personal tutors for pastoral support and to act as academic role models. Tutors who are clinicians, such as GPs, could help students develop their academic and professional narratives. Our study explores interactions between GP tutors and students and evaluates how personal tutoring can support the ways in which students respond to the medical school culture and its demands. METHOD: Six pairs of GP tutors and medical students had three personal tutor meetings over 9 months. Twelve meetings were recorded. A dialogical narrative analytical approach was used to assess how students' problems and reflective processes were negotiated with tutors. Three themes were formed to consolidate findings. RESULTS: Tutors' affirmations helped students develop an alternative narrative to perfectionism focusing on 'doing well' and self-care. Reflection on students' perceptions of a medical career were prompted by tutors who encouraged students to keep an open-minded and enthusiastic outlook. Active participation from students sometimes required tutors to relinquish hierarchical power and share personal experiences. CONCLUSION: GP tutors can help reframe student narratives of perfectionism and professionalism by expressing their vulnerabilities and working collaboratively. With clear guidance, there is potential for personal tutors working as GPs, to benefit students in the long run both academically and professionally. However, this should go hand in hand with a transformation of medical school culture to prevent sole focus on building student resilience.

Type: Article
Title: Exploring stories of learning and professional development: interactions between GP personal tutors and medical students
Location: England
DOI: 10.1080/14739879.2020.1786467
Publisher version: https://doi.org/10.1080/14739879.2020.1786467
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
Keywords: Medical school, general practitioners, narratives, personal tutoring
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > Institute of Epidemiology and Health
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > Institute of Epidemiology and Health > Primary Care and Population Health
URI: https://discovery.ucl.ac.uk/id/eprint/10106269
Downloads since deposit
0Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item