Role modelling to support careers in general practice: a realist review protocol.

Abstract

Role models encountered during undergraduate training play an important part in shaping future doctors. They can act as powerful attractants towards, and deterrents away from, a career in general practice. Many GP educators, who act as role models, are burnt-out and wish to leave the profession, which may limit their ability to influence students positively, with consequent detrimental impact on recruitment to the specialty. A realist review will be undertaken, aiming to explore how, why, and for whom role modelling in undergraduate medical education can support medical students towards careers in general practice. The realist review will follow Pawson's five steps, including: locating existing theories; searching for evidence; article selection; data extraction; and synthesising evidence and drawing conclusions. It will explore literature published in the English language between 2013 and 2024. An initial explanatory framework (initial programme theory; IPT) will be developed, guided by a stakeholder panel including medical undergraduates, GPs, and patient and public representatives. Searches will be developed and conducted in electronic databases and grey literature. Studies will be included if they explore the relationship between GP role modelling and undergraduate career choice, and relevant data will be extracted. Findings will refine the IPT, unveiling key contexts, mechanisms, and outcomes that influence role modelling in undergraduate GP medical education and support or deter students from careers in general practice. These findings will support recommendations and interventions to facilitate positive outcomes, including improved recruitment to general practice.