Silberberg Peter, Ahern Christine, van de Mortel Thea F
North Coast GP Training, Ballina, NSW, Australia.
Educ Prim Care. 2013 Sep;24(6):410-7. doi: 10.1080/14739879.2013.11494211.
To explore stakeholders' perceptions of learners teaching (near-peer teaching) in general practice in order to inform training policy.
Qualitative semi-structured interviews were conducted with 29 general practice stakeholders. Interviews continued until data saturation was reached. Transcribed interviews underwent thematic analysis.
Nine general practices in NSW, Australia.
Eleven general practitioner supervisors, eight general practice registrars, two prevocational general practice placement programme trainees, and eight medical students.
Learners expressed positive attitudes towards learners teaching, and half were already teaching. Learners and supervisors felt near-peer teaching could enhance their own learning. Supervisors suggested near-peer teaching reduced time pressures on themselves, helped them to keep current, was a form of succession planning, and brought financial benefits to the practice. Having time to assess the capabilities of learners prior to allocating them teaching roles was considered important. Strategies suggested by learners to encourage near-peer teaching include asking learners to teach, mentoring, providing short but regular opportunities to teach, highlighting the clinical relevance of teaching skills, having longer placements for medical students, and allowing learners to teach in areas of interest, expertise or need.
Participants looked favourably upon learners teaching in general practice, and felt it could enhance learning. Suggestions were made to facilitate near-peer teaching in general practice. Further quantitative research with a larger and more diverse sample is required to determine if these results can be generalised to the wider general practice population.
探讨利益相关者对全科医学中学习者教学（近伴教学）的看法，以为培训政策提供参考。
对29名全科医学利益相关者进行了定性半结构化访谈。访谈持续进行直至达到数据饱和。对访谈转录文本进行了主题分析。
澳大利亚新南威尔士州的9家全科诊所。
11名全科医生督导、8名全科医学住院医师、2名预执业全科医学实习项目学员和8名医学生。
学习者对学习者教学持积极态度，且有半数已经在进行教学活动。学习者和督导认为近伴教学可以促进他们自身学习。督导表示近伴教学减轻了他们自身的时间压力、帮助他们紧跟前沿动态、是一种继任规划形式，还为诊所带来了经济收益。他们认为在分配教学任务之前有时间评估学习者的能力很重要。学习者提出鼓励近伴教学的策略包括要求学习者进行教学、提供指导、定期提供简短教学机会、强调教学技能与临床的相关性、为医学生安排更长实习时间，以及允许学习者在感兴趣、有专长或有需求的领域进行教学。
参与者对全科医学中学习者教学持赞许态度，并认为其可促进学习效果提升。针对在全科医学中推动近伴教学提出了相关建议。需要开展进一步的定量研究，选取更大规模且更多样化的样本，以确定这些结果能否推广至更广泛的全科医学群体中。
