Waters Mark, Wall David
Birmingham Research Park, Birmingham, UK.
Med Teach. 2007 Sep;29(6):e160-9. doi: 10.1080/01421590701482431.
There is little in the literature giving the perspective of UK General Practice (GP) trainers on their development as teachers.
What motivates GP trainers develop themselves as teachers? What obstacles to their professional development do GP trainers perceive?
A questionnaire to all GP trainers in the West Midlands Deanery in 2004.
360/444 (81%) questionnaires were returned. 56.6% of GP trainers had another educational role in addition to training GP Registrars in the practice. 15.8% of trainers possessed an educational qualification. 13 had completed a Certificate in Medical Education and 28 were engaged in study towards that qualification. Trainers wanted more time to spend on their development as teachers than they presently have, and would then be interested in a wider variety of learning methods. However, 56.6% of trainers would still not choose to undertake a university-accredited course. Female GP trainers perceived more difficulty in obtaining protected time for their development as teachers (Educational CPD) (p = 0.021), were significantly less sure of their partners' support for this development (p = 0.033), and were more likely to agree with trainers undertaking a Certificate in Medical Education (p = 0.003). Having an additional educational role did not affect trainers' ability to take protected time, but significantly increased the amount of time aspired to (p = 0.005). Nothing made more difference to trainers' perception of their ability to undertake Educational CPD than did the perceived attitude of their partners.
Educational CPD was very important to GP trainers, but getting protected time was difficult. Consideration of the needs and opinions of partners was a very strong barrier to trainers taking sufficient protected time. Given more available time, GP trainers would be more likely to consider gaining academic qualifications in education. However, this was not be something that all trainers wanted.
文献中很少有关于英国全科医生培训师（GP trainers）作为教师的发展情况的描述。
是什么促使全科医生培训师将自己发展成为教师？全科医生培训师认为他们职业发展的障碍有哪些？
2004年对西米德兰兹郡地区所有全科医生培训师进行问卷调查。
共收回360份问卷，占总数444份的81%。56.6%的全科医生培训师除了在诊所培训全科医生注册实习生外，还承担其他教育角色。15.8%的培训师拥有教育资质。13人已完成医学教育证书课程，28人正在攻读该证书。培训师希望有更多时间用于自身作为教师的发展，并且之后会对更多样化的学习方法感兴趣。然而，56.6%的培训师仍不会选择参加大学认可的课程。女性全科医生培训师认为在获得用于自身作为教师发展（教育持续专业发展）的受保护时间方面更困难（p = 0.021），对伴侣支持这种发展的信心明显更低（p = 0.033），并且更有可能同意培训师参加医学教育证书课程（p = 0.003）。承担额外的教育角色并不影响培训师获得受保护时间的能力，但显著增加了他们期望的时间量（p = 0.005）。对培训师开展教育持续专业发展能力的认知，没有什么比伴侣的认知态度影响更大。
教育持续专业发展对全科医生培训师非常重要，但获得受保护时间很困难。考虑伴侣的需求和意见是培训师获得足够受保护时间的一个非常大的障碍。如果有更多可利用的时间，全科医生培训师更有可能考虑获得教育方面的学术资格。然而，并非所有培训师都希望这样做。
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