Research Department of Medical Education, UCL Medical School, UCL, London, UK.
Institute for Health Sciences Education, Faculty of Medicine and Dentistry, Queen Mary University of London, London, UK.
Educ Prim Care. 2023 Jul;34(4):220-227. doi: 10.1080/14739879.2023.2241025. Epub 2023 Aug 7.
Clinicians with teaching and training roles should be adequately trained and assessed. However, some debate exists as to what the nature of this training should be. Historically, a postgraduate certificate in education was a pre-requisite to becoming a GP trainer but this is changing with growing concern that such a pre-requisite might act as a deterrent to potential GP trainers. This research examines the impact of a scheme designed to provide an alternative, more practical and focused, pathway to becoming a GP trainer. We interviewed 26 course participants and stakeholders of the London GP Training Course (LGPTC), observed teaching sessions, and analysed course materials. We asked what elements of the course were and weren't effective, for whom, and under what circumstances. Here, we present a summary of our main findings - that GP trainers want to know practically, not theoretically, how to be a trainer; formative assessment boosts trainees' confidence in their own skills and abilities; short, practical GP training courses can help enhance the numbers of GP trainers; important questions remain about the role and value of educational theory in education faculty development.
临床医生如果有教学和培训的角色，就应该接受充分的培训和评估。然而，对于培训的性质，存在一些争议。从历史上看，教育研究生证书是成为全科医生培训师的先决条件，但随着越来越多的人担心这种先决条件可能会阻碍潜在的全科医生培训师，这种情况正在发生变化。这项研究考察了一项旨在提供一种替代方案的计划的影响，该方案更注重实践和重点，以成为一名全科医生培训师。我们采访了 26 名课程参与者和伦敦全科医生培训课程（LGPTC）的利益相关者，观察了教学环节，并分析了课程材料。我们询问了课程的哪些要素有效，哪些无效，对谁有效，以及在什么情况下有效。在这里，我们总结了我们的主要发现——全科医生培训师希望实际地而不是理论地了解如何成为一名培训师；形成性评估提高了学员对自己技能和能力的信心；简短、实用的全科医生培训课程有助于增加全科医生培训师的数量；关于教育理论在教育学院发展中的作用和价值，仍有重要问题需要探讨。
