Abstract
BackgroundPrimary Care reform in Canada and globally has encouraged the development of interprofessional primary care initiatives. This has led to significant involvement of non-physician Health Care Providers (NPHCPs) in the teaching of medical trainees. The objective of this study was to understand the experiences, supports and challenges facing non-physician health care providers in Family Medicine education.MethodsFour focus groups were conducted using a semi-structured interview guide with twenty one NPHCPs involved in teaching at the University of Toronto, Department of Family & Community Medicine. The focus groups were transcribed and analyzed for recurrent themes. The multi-disciplinary research team held several meetings to discuss themes.ResultsNPHCPs were highly involved in Family Medicine education, formally and informally. NPHCPs felt valued as teachers, but this often did not occur until after learners understood their educator role through increased time and exposure. NPHCPs expressed a lack of advance information of learner knowledge level and expectations, and missed opportunities to give feedback or receive teaching evaluations. Adequate preparation time, teaching space and financial compensation were important to NPHCPs, yet were often lacking. There was low awareness but high interest in faculty status and professional development opportunities.ConclusionsSharing learner goals and objectives and offering NPHCPs feedback and evaluation would help to formalize NPHCP roles and optimize their capacity for cross-professional teaching. Preparation time and dedicated space for teaching are also necessary. NPHCPs should be encouraged to pursue faculty appointments and to access ongoing Professional Development opportunities.
Highlights
Primary Care reform in Canada and globally has encouraged the development of interprofessional primary care initiatives
In order to better manage complex chronic disease in primary care, primary care health systems in Canada and globally have progressively transitioned from solo medical practices to mixed-professional, team-based approaches to care [1]. These reforms have contributed toward the development of a range of interprofessional primary care initiatives, promoting collaboration and teamwork among physicians and non-physician Health Care Providers (NPHCPs) [1,2,3]
NPHCPs in this study identified a number of resources that would support them in effectively implementing their roles as teachers, including protected teaching time to decrease the pressure from competing clinical demands, acknowledgement of their responsibilities to their own profession learners, and access to appropriate space
Summary
Primary Care reform in Canada and globally has encouraged the development of interprofessional primary care initiatives This has led to significant involvement of non-physician Health Care Providers (NPHCPs) in the teaching of medical trainees. In order to better manage complex chronic disease in primary care, primary care health systems in Canada and globally have progressively transitioned from solo medical practices to mixed-professional, team-based approaches to care [1]. These reforms have contributed toward the development of a range of interprofessional primary care initiatives, promoting collaboration and teamwork among physicians and non-physician Health Care Providers (NPHCPs) [1,2,3]. Integrating NPHCPs as teachers could potentially help distribute both academic and clinical work
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
