How Can GP Teachers be Supported to Make Good Teaching Even Better?

Abstract

With the increase in undergraduate teaching taking place within general practice, it is important that general practice (GP) teachers are offered training and developmental activities to support their educational work. It is also important that this support is well targeted, if it is to be effective in raising teaching quality. This study set out to elicit the views of GP teachers both in terms of the value of current developmental activities being provided by the Centre for General Practice and Primary Care (CGPPC), and action points for the future. A questionnaire was sent to each lead GP teacher at all 108 active teaching practices involved in community-based medical education. The responses indicated that student feedback reports, module specific training, peer observation and, importantly, the opportunity to network with peer tutors in other practices, were regarded as useful activities. The research demonstrates that GP teachers are well able to articulate their own support needs and the results set a clear agenda for working with practices based on a collaborative understanding. Education for Primary Care (2006) 17: 17–23 # 2006 Radcliffe Publishing Limited