What are the key elements of a primary care teaching practice?

Abstract

This paper explores the perceptions of clinicians, clinical learners and practice staff of key elements of being a teaching practice. Whilst previous studies have explored individual facets of being a teaching practice, this paper offers an in-depth insight of how these elements come together to support learning and teaching activity. The single descriptive case study was conducted within a purposefully selected primary care teaching practice in West Yorkshire, UK. Interview, observational and documentary data were collected over a single academic year in 2008/9. Interview data from 33 participants were transcribed and analysed using a modified grounded theory approach. Those interviewed included transient, vocational and embedded medical and nurse learners. The findings are presented within the context of existing literature on teaching practices and practice-based clinical learning. The case study highlighted elements that support and contribute to learning within a practice. These elements include: whole practice support for learning, a skilled and committed clinical and educational workforce, stimulation and support from a range of learners at all levels, and a more indefinable additional element which is best summarised as a passion for education. The findings will be of interest to those involved with the delivery or organisation of clinical learning in primary care.