Educational CPD: how UK GP trainers develop themselves as teachers

Abstract

Background: There is little in the literature giving the perspective of UK General Practice (GP) trainers on their development as teachers. Aims: What motivates GP trainers develop themselves as teachers? What obstacles to their professional development do GP trainers perceive? Method: A questionnaire to all GP trainers in the West Midlands Deanery in 2004. Results: 360/444 (81%) questionnaires were returned. 56.6% of GP trainers had another educational role in addition to training GP Registrars in the practice. 15.8% of trainers possessed an educational qualification. 13 had completed a Certificate in Medical Education and 28 were engaged in study towards that qualification. Trainers wanted more time to spend on their development as teachers than they presently have, and would then be interested in a wider variety of learning methods. However, 56.6% of trainers would still not choose to undertake a university-accredited course. Female GP trainers perceived more difficulty in obtaining protected time for their development as teachers (Educational CPD) ( p ¼ 0.021), were significantly less sure of their partners' support for this development ( p ¼ 0.033), and were more likely to agree with trainers undertaking a Certificate in Medical Education ( p ¼ 0.003). Having an additional educational role did not affect trainers' ability to take protected time, but significantly increased the amount of time aspired to ( p ¼ 0.005). Nothing made more difference to trainers' perception of their ability to undertake Educational CPD than did the perceived attitude of their partners.

Needs Assessment of the Residents at the Suez Canal University Hospital Regarding Continuing Professional De-velopment

“…This finding is also congruent with Schostak's (13) study of the effectiveness of CPD in which he emphasized that reading journals and conference attendance were the most common CPD activities undertaken by his study population. A study held by Waters (14) showed similar results, it assessed how UK GP trainers developed themselves as teachers. The CPD activity that was used by the smallest number of studied population in the current study was the research theses (1.8%) and this finding goes with the findings of Siddiqui (12) who emphasized that CPD activities that were undertaken by the smallest number of doctors in his study were writing and research.…”

Educational CPD: An exploration of the attitudes of UK GP trainers using focus groups and an activity theory framework

“…This triangulated with our earlier study (Waters & Wall 2007). Trainers spoke of the need to carry out their educational development in their own time for lack of protected time.…”

“…A questionnaire study has been conducted previously (Waters & Wall 2007). We now describe the follow-up study, using focus groups.…”

“…When trainers are in their first year of training they find it difficult accessing support from their partners (Waters & Wall 2007). Their ''scaffolding'' for development then needs to come from outside the practice: linking with the GP trainer ''community''.…”

In‐practice and distance consultant on‐call general practitioner supervisors for Australian general practice?

“…They would be accredited through the same mechanism as that used for GP supervisors and would require training in teaching and supervisory skills. GPs recognise the benefit of teacher training, 26 , 27 but have cited the need for dedicated time and financial support to study 28 . CoGs would maintain currency and credibility as GPs by doing part‐time clinical work.…”