General practice registrars as teachers: a questionnaire-based evaluation

Abstract

ObjectivesTo determine how many General Practice (GP) Registrars in the London Deanery taught medical students during their final year of training. For those who did teach, to evaluate their experiences and for those who did not, to identify perceived barriers to teaching.DesignCross sectional survey of GP Registrars in the London Deanery completing their training in August 2010.SettingOnline survey of GP Registrars sent after completion of training via the London Deanery GP Vocational Training Scheme (VTS) programme administrators.ParticipantsGP Registrars in the London Deanery completing their training in August 2010.Main outcome measureThe proportion of London Deanery GP registrars completing training in August 2010 who taught medical students during their registrar year.ResultsOver half of respondents were involved in some form of medical student teaching during their registrar year. Most of those who taught felt it enhanced their training, and the majority of those who did not teach would have liked to. Commonly cited barriers to teaching were: students not attached to the practice; not being given the opportunity to teach; and not having time to teach.ConclusionsThis evaluation demonstrated that GP registrars are either already involved with undergraduate teaching or want to get involved and the majority who teach feel that it enhances their training. A UK-wide study investigating the experiences and views of both GP registrars and GP trainers is warranted and qualitative work using focus groups or semistructured interviews would be valuable to develop the questionnaire for wider dissemination.

Near peer teaching in general practice: option or expectation?

“…Studies suggest that GP trainees are keen to be involved in teaching activities when on placement in primary care and those who do teach report that this enhances their training (10,16). However, some trainees do have reservations about being involved in teaching in primary care, including finding time available due to competing clinical and educational priorities, and negative views from some GP trainers regarding their requirement to be involved in teaching activities (13).…”

A systematic review of the approaches to multi-level learning in the general practice context, using a realist synthesis approach: BEME Guide No. 55

“…These included registrars teaching prevocational doctors and medical students, GP supervisors running multi-level educational sessions, and the provision of basic teaching skills training for GP registrars (Stocks et al 2011). In England, two independent surveys of GP registrars found that 62% were involved in some form of teachingprimarily focusing on medical students, but also other junior colleagues (Halestrap and Leeder 2011;Williams and Amiel 2012). The importance of registrars developing educational skills and involvement in teaching is recognized by many registrar/resident training bodies (RACGP 2011;General Medical Council 2013;Frank et al 2015).…”

Near peer teaching in general practice

“…2 In many cases, however, GP trainees who teach do so only informally and occasionally, often through ad hoc opportunities with little prior notice or time to prepare. 3 Such findings are disappointing given the growing evidence of benefits of near peer teaching. Teaching is a well-recognised driver of learning and trainees who teach have been shown to demonstrate enhanced knowledge retention compared with peers who do not.…”

“…Lack of protected time is often cited as a restriction. 3 Consequently, already busy trainees place teaching as a lower priority than competing clinical needs and view this as additional work. 12 Trainee doctors can struggle with juggling the various roles they are expected to adopt as clinicians and learners in their own right.…”