Abstract
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.
| Original language | English |
|---|---|
| Number of pages | 8 |
| Journal | Education for Primary Care |
| Early online date | 7 Aug 2023 |
| DOIs | |
| Publication status | E-pub ahead of print - 7 Aug 2023 |
Bibliographical note
Publisher Copyright:© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords
- assessment
- educational theory
- general practice
- Realist evaluation
- supervision
- training