Registrars as teachers: a qualitative study exploring the experiences of Australian general practice registrars in teaching roles.

Autor: Fisher K; School of Medicine and Public Health, University of Newcastle, University Drive, Callaghan, NSW, 2308, Australia. katie.fisher@newcastle.edu.au.; GP Training Research, Royal Australian College of General Practitioners, Level 1, 20 McIntosh Drive, Mayfield West, NSW, 2304, Australia. katie.fisher@newcastle.edu.au., Patsan I; School of Medicine and Public Health, University of Newcastle, University Drive, Callaghan, NSW, 2308, Australia.; GP Training Research, Royal Australian College of General Practitioners, Level 1, 20 McIntosh Drive, Mayfield West, NSW, 2304, Australia., Klein L; School of Medicine and Public Health, University of Newcastle, University Drive, Callaghan, NSW, 2308, Australia.; GP Training Research, Royal Australian College of General Practitioners, Level 1, 20 McIntosh Drive, Mayfield West, NSW, 2304, Australia., Turner A; School of Medicine and Public Health, University of Newcastle, University Drive, Callaghan, NSW, 2308, Australia.; GP Training Research, Royal Australian College of General Practitioners, Level 1, 20 McIntosh Drive, Mayfield West, NSW, 2304, Australia.; General Practice Clinical Unit, Faculty of Medicine, The University of Queensland, Brisbane, QLD, 4006, Australia., Runciman D; School of Medicine and Public Health, University of Newcastle, University Drive, Callaghan, NSW, 2308, Australia.; GP Training Research, Royal Australian College of General Practitioners, Level 1, 20 McIntosh Drive, Mayfield West, NSW, 2304, Australia., Fielding A; School of Medicine and Public Health, University of Newcastle, University Drive, Callaghan, NSW, 2308, Australia.; GP Training Research, Royal Australian College of General Practitioners, Level 1, 20 McIntosh Drive, Mayfield West, NSW, 2304, Australia., Tran M; School of Clinical Medicine, Discipline of General Practice, Faculty of Medicine and Health, University of New South Wales, High Street and Botany Road, Kensington, Sydney, NSW, 2052, Australia., Pond D; Wicking Dementia Research Education Centre, University of Tasmania, Hobart, TAS, 7000, Australia., Guppy M; School of Rural Medicine, University of New England, Armidale, NSW, 2351, Australia., Starling C; GP Training Medical Education, Royal Australian College of General Practitioners, Level 1, 20 McIntosh Drive, Mayfield West, NSW, 2304, Australia., D'Amore A; GP Training Research, Royal Australian College of General Practitioners, Level 1, 20 McIntosh Drive, Mayfield West, NSW, 2304, Australia.; School of Rural Health, Monash University, Bairnsdale, VIC, 3875, Australia., Davey A; School of Medicine and Public Health, University of Newcastle, University Drive, Callaghan, NSW, 2308, Australia.; GP Training Research, Royal Australian College of General Practitioners, Level 1, 20 McIntosh Drive, Mayfield West, NSW, 2304, Australia., Magin P; School of Medicine and Public Health, University of Newcastle, University Drive, Callaghan, NSW, 2308, Australia.; GP Training Research, Royal Australian College of General Practitioners, Level 1, 20 McIntosh Drive, Mayfield West, NSW, 2304, Australia.; School of Population Health, Faculty of Medicine and Health, University of New South Wales, High Street and Botany Road, Kensington, Sydney, NSW, 2052, Australia.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2024 Oct 24; Vol. 24 (1), pp. 1203. Date of Electronic Publication: 2024 Oct 24.
DOI: 10.1186/s12909-024-06220-5
Abstrakt: Background: GP registrars (specialist vocational trainees in general practice) are interested in teaching, and there are considerable benefits to teaching during training. There are, however, significant barriers for registrars as teachers, including inadequate funding, time pressures, and limited teacher training. Current evidence does not include medical educator (ME) perspectives or compare teaching settings (e.g. university vs. in-practice). Further evidence is needed to inform programs supporting registrar teaching roles. This project aimed to explore the experiences of Australian GP registrars as teachers in different contexts and from multiple stakeholder perspectives.
Methods: A qualitative study with GP registrars, GP supervisors, MEs, and medical students was conducted. Participants were registrars and new (within 12 months) Fellows with teaching experience during training, supervisors who supervised a registrar in the preceding 12 months, Royal Australian College of General Practitioner MEs, and medical students with experiences of being taught by registrars. Recruitment was open to participants nationwide and sampling was purposive, aiming for a maximum variation sample. Data collection was performed via videoconference and analysed using reflexive thematic analysis.
Findings: Interviews were conducted with 15 registrars, 10 supervisors, and one ME. Two focus groups involved four MEs and five medical students respectively. Registrar participants taught in a variety of settings, including in-practice, universities, hospitals, and at educational workshop days. Three had experience in GP academic posts and one as a registrar ME. There were four major themes. 1) Near-peer teaching by registrars is valuable - both for medical students and registrars. 2) Teaching makes you a better GP - participants noted the transferability of teaching skills to clinical practice. 3) The importance of the teaching context - this was identified as an important determinant for registrars in teaching roles. 4) Registrar teaching strengthens the GP workforce - participants noted that teaching could elevate general practice as a specialty and increase interest in GP training.
Conclusions: Study participants saw teaching as a core skill for GPs, with transferability to their clinical practice. Registrar participants wanted greater promotion and support for teaching opportunities that counted towards attainment of Fellowship. These findings have implications for teaching practices, MEs, universities, and training providers.
(© 2024. The Author(s).)
Databáze: MEDLINE
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