School of Medicine and Public Health, University of Newcastle, University Drive, Callaghan, NSW, 2308, Australia.
GP Training Research, Royal Australian College of General Practitioners, Level 1, 20 McIntosh Drive, Mayfield West, NSW, 2304, Australia.
BMC Med Educ. 2024 Oct 24;24(1):1203. doi: 10.1186/s12909-024-06220-5.
GP registrars (specialist vocational trainees in general practice) are interested in teaching, and there are considerable benefits to teaching during training. There are, however, significant barriers for registrars as teachers, including inadequate funding, time pressures, and limited teacher training. Current evidence does not include medical educator (ME) perspectives or compare teaching settings (e.g. university vs. in-practice). Further evidence is needed to inform programs supporting registrar teaching roles. This project aimed to explore the experiences of Australian GP registrars as teachers in different contexts and from multiple stakeholder perspectives.
A qualitative study with GP registrars, GP supervisors, MEs, and medical students was conducted. Participants were registrars and new (within 12 months) Fellows with teaching experience during training, supervisors who supervised a registrar in the preceding 12 months, Royal Australian College of General Practitioner MEs, and medical students with experiences of being taught by registrars. Recruitment was open to participants nationwide and sampling was purposive, aiming for a maximum variation sample. Data collection was performed via videoconference and analysed using reflexive thematic analysis.
Interviews were conducted with 15 registrars, 10 supervisors, and one ME. Two focus groups involved four MEs and five medical students respectively. Registrar participants taught in a variety of settings, including in-practice, universities, hospitals, and at educational workshop days. Three had experience in GP academic posts and one as a registrar ME. There were four major themes. 1) Near-peer teaching by registrars is valuable - both for medical students and registrars. 2) Teaching makes you a better GP - participants noted the transferability of teaching skills to clinical practice. 3) The importance of the teaching context - this was identified as an important determinant for registrars in teaching roles. 4) Registrar teaching strengthens the GP workforce - participants noted that teaching could elevate general practice as a specialty and increase interest in GP training.
Study participants saw teaching as a core skill for GPs, with transferability to their clinical practice. Registrar participants wanted greater promotion and support for teaching opportunities that counted towards attainment of Fellowship. These findings have implications for teaching practices, MEs, universities, and training providers.
全科住院医师（全科医学的专业实习医生）对教学很感兴趣，并且在培训期间进行教学有很多好处。然而，对于教师来说，他们面临着相当多的障碍，包括资金不足、时间压力和有限的教师培训。目前的证据不包括医学教育者（ME）的观点，也没有比较教学环境（例如大学与实践）。需要进一步的证据来为支持住院医师教学角色的项目提供信息。本项目旨在从多个利益相关者的角度探讨澳大利亚全科住院医师在不同背景下作为教师的经验。
采用全科住院医师、全科导师、ME 和医学生进行定性研究。参与者为在培训期间有教学经验的住院医师和新（在过去 12 个月内）研究员，在过去 12 个月内监督住院医师的导师，皇家澳大利亚全科医师学院的 ME，以及有住院医师授课经验的医学生。在全国范围内向参与者开放招聘，抽样采用有目的的方法，旨在获得最大差异的样本。通过视频会议进行数据收集，并使用反思性主题分析进行分析。
对 15 名住院医师、10 名导师和 1 名 ME 进行了访谈。两个焦点小组分别涉及四名 ME 和五名医学生。住院医师参与者在各种环境中进行教学，包括实践中、大学、医院和教育工作坊日。其中三人有全科医学学术职位的经验，一人有住院医师 ME 的经验。有四个主要主题。1）住院医师的近伴教学对医学生和住院医师都很有价值。2）教学使你成为更好的全科医生——参与者注意到教学技能对临床实践的可转移性。3）教学环境的重要性——这被认为是住院医师担任教学角色的重要决定因素。4）住院医师教学增强了全科医生队伍——参与者指出，教学可以提升全科医学作为一个专业，并增加对全科医生培训的兴趣。
研究参与者认为教学是全科医生的核心技能，并且可以转移到他们的临床实践中。住院医师参与者希望获得更多的宣传和支持，以获得对获得研究员资格有帮助的教学机会。这些发现对教学实践、ME、大学和培训提供者都有影响。
