Thampy Harish, Agius Steven, Allery Lynne A
University of Manchester, UK.
Educ Prim Care. 2013 Jul;24(4):244-50. doi: 10.1080/14739879.2013.11494182.
The General Medical Council (GMC) states that teaching should be an integral part of the doctor's role and the Royal College of General Practitioners (RCGP) have incorporated teaching outcomes into the GP training curriculum. However, there are suggestions that the teaching role of a GP trainee declines as they move from hospital posts to the registrar community year. Using doctors in training as near-peer tutors offers multiple advantages. Trainees themselves benefit as teaching others is a strong driver of the tutor's own learning. In addition there are also practical incentives to mobilising this under-utilised pool of primary care clinical teachers given the continuing shift of focusing medical education in the community. This study forms part of a larger body of work exploring the attitudes and perceived learning needs of GP registrars with regards to developing a teaching role. A primary area of investigation was trainees' motivation to teach. This paper describes our attempts to establish: a) how strongly motivated are GP registrars to take on teaching roles? b) in consequence how strongly motivated are they to learn more about teaching? c) what are the factors which affect motivation to teach? Three themes emerged from the data. First, teaching was felt to be of low priority in comparison to competing clinical learning needs. Secondly, the clinical dominance to both formative and summative assessment during training further compounded this situation. Thirdly, registrars identified a number of practical barriers and incentives that influenced their teaching engagement. This included potential negative views from trainers as to their trainee's ability and requirement to be involved with teaching activities.
By understanding and addressing these issues, it is hoped that GP trainees' engagement with teaching activities can be better engendered with subsequent benefits for both the trainee and those they teach.
英国医学总会（GMC）指出，教学应是医生职责中不可或缺的一部分，而皇家全科医师学院（RCGP）已将教学成果纳入全科医生培训课程。然而，有迹象表明，全科医生培训生从医院岗位转到注册社区医师阶段时，其教学角色会有所下降。让实习医生担任近龄同伴导师有诸多好处。培训生自身会从中受益，因为教导他人是促使导师自身学习的强大动力。此外，鉴于医学教育重心持续向社区转移，调动这一未得到充分利用的基层医疗临床教师群体还有实际的激励因素。本研究是一项更大规模工作的一部分，该工作旨在探究全科医生注册学员对于发展教学角色的态度和感知到的学习需求。主要调查领域是培训生的教学动机。本文描述了我们为确定以下内容所做的尝试：a）全科医生注册学员承担教学角色的积极性有多高？b）相应地，他们学习更多教学知识的积极性有多高？c）影响教学动机的因素有哪些？数据中出现了三个主题。首先，与相互竞争的临床学习需求相比，教学被认为优先级较低。其次，培训期间形成性和总结性评估中临床方面占据主导地位，这使情况更加复杂。第三，注册学员指出了一些影响他们参与教学的实际障碍和激励因素。这包括培训师对其学员参与教学活动的能力和需求可能持有的负面看法。
通过理解和解决这些问题，希望能更好地促使全科医生培训生参与教学活动，进而使培训生及其所教对象都受益。
