Training Australian general practitioners in rural public health: Impact, desirability and adaptability of hybrid problem-based learning

Abstract

Context and Objective: Australian rural general practitioners (GPs) require public health knowledge. This study explored the suitability of teaching complex public health issues related to Aboriginal health by way of a hybrid problem-based learning (PBL) model within an intensive training retreat for GP registrars, when numerous trainees have no PBL experience. Methods: A mixed method evaluation. Pre-training surveys on PBL experience and post-training semi-structured telephone interviews exploring the impact of the model and its desirability. Thematic and discourse analysis of interview statements, coded independently by two researchers. Results: Seventeen GP trainees and four tutors participated. Six main themes emerged: experience; PBL impact; learning modalities; educational needs; educational expectations; and educational planning. Discussion: No discernable differences were identified between Australian and international graduates, the knowledge impact of the hybrid model or desirability of the problem. While scabies offers a suitable scenario to explore rural public health complexities, a tension regarding the desire for intensive learning and PBL format needs to be addressed to increase trainees’ satisfaction. A reduction in the number of PBL sessions, PBL instruction and highly structured PBL groups will assist. Trainees value mixed modality education, including PBL, so a tailored hybrid PBL is worth consideration.