Abstract
BackgroundTraining bodies see teaching by junior doctors and vocational trainees in general practice (family medicine) as integral to a doctor’s role. While there is a body of literature on teacher training programs, and on peer and near-peer teaching in hospitals and universities, there has been little examination of near-peer teaching in general practice. Near-peer teaching is teaching to those close to oneself but not at the same level in the training continuum. This study investigated the perceptions of key stakeholders on near-peer teaching in general practice, their current near-peer teaching activities, and methods of recruitment and support.MethodsA national anonymous online survey was used to obtain data on Australian stakeholders’ perceptions of, and processes related to, near-peer teaching in general practice. Recruitment occurred via electronic invitations sent by training providers and stakeholder associations. Separate questionnaires, which were validated via several cycles of review and piloting, were developed for supervisors and learners. The survey included both fixed response and open response questions.ResultsResponses (n = 1,122) were obtained from 269 general practitioner supervisors, 221 general practice registrars, 319 prevocational trainees, and 313 medical students. All stakeholder groups agreed that registrars should teach learners in general practice, and 72 % of registrars, 68 % of prevocational trainees, and 33 % of medical students reported having done some teaching in this setting. Three-quarters of supervisors allowed learners to teach. Having another learner observe their consultations was the most common form of teaching for registrars and prevocational trainees. Eight percent of registrars received some remuneration for teaching. The approach used to determine teaching readiness and quality varied greatly between supervisors.ConclusionsNear-peer teaching was supported by the majority of stakeholders, but is underutilised and has poor structural support. Guidelines may be required to help supervisors better support learners in this role and manage quality issues related to teaching.
Highlights
Training bodies see teaching by junior doctors and vocational trainees in general practice as integral to a doctor’s role
In the Australian setting, an additional driver of the move towards increased near-peer teaching (NPT) by learners in general practice is that Australian GP supervisors (GPS) often work on a fee for service basis, so taking time out to supervise trainees can impact on their income
Dick et al [22] has proposed that learning in the general practice setting should be multi-directional, ie. that GPS, general practice registrar (GPR), prevocational trainees (PT) and medical students (MS) should all teach and learn from one another reducing the burden on the supervisor and potentially increasing training capacity
Summary
Training bodies see teaching by junior doctors and vocational trainees in general practice (family medicine) as integral to a doctor’s role. There is a body of international literature on why medical students, junior doctors and vocational trainees should teach [1,2,3] and on how to upskill them to teach [4,5,6,7,8]. Studies in university and hospital settings suggest that teaching to peers or near-peers In the Australian setting, an additional driver of the move towards increased near-peer teaching (NPT) by learners in general practice is that Australian GP supervisors (GPS) often work on a fee for service basis, so taking time out to supervise trainees can impact on their income. That GPS, GPR, prevocational trainees (PT) and medical students (MS) should all teach and learn from one another reducing the burden on the supervisor and potentially increasing training capacity. Nine percent of Australian [25], and 41 % of British GPR [23] reported receiving teacher training, these studies are limited by small samples
Sign-in/Register to view highlights & summary 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.
