GP registrars teaching medical students- an untapped resource?

General practice placements are fundamental to undergraduate medical education but there are difficulties in recruiting teaching practices. Developing “near peer teaching” may help. Health Education England & UCL run a programme in general practice (GP) training schemes with Innovative Training Posts in medical education. To evaluate GP innovative training posts in undergraduate medical education. Focus groups and interviews with GP specialty trainees (“trainees”), medical students & educational stakeholders in London. A qualitative study exploring stakeholders’ perspectives of this initiative. Transcribed interviews were analysed thematically. We interviewed 26 stakeholders. Students valued trainees’ generalist expertise and making explicit areas of medicine. Trainees adopted student-centred approaches, addressing students’ assessment agendas, in contrast to senior doctors. Trainees also provided career guidance. Trainees expressed benefits to their development; their identity as learners & educators, and clinical knowledge. Teaching & learning for trainees were inter related; as identified by “to teach something well is to understand it well”. Educational leaders were supportive but had to champion such initiatives. Near peer teaching in general practice is relatively novel. There are strong educational benefits for learners & teachers clearly influenced by the social context of learning. Positive career roles are modelled by trainees.

全科实习（general practice placements）是本科医学教育的核心组成部分，但当前在招募带教全科执业机构方面存在显著困境。开展“近同伴教学（near peer teaching）”或可有效缓解这一难题。英国健康教育署（Health Education England）与伦敦大学学院（University College London, UCL）合作推出了一项全科医学（general practice, GP）培训项目，其中包含医学教育创新培训岗位。本研究旨在评估本科医学教育框架下的全科医学创新培训岗位项目，选取伦敦地区的全科专科受训医师（下称“受训医师”）、医学生与教育利益相关者作为研究对象，采用焦点小组讨论与半结构化访谈相结合的质性研究方法，探索利益相关者对该项目的认知与体验。研究人员对转录完成的访谈文本采用主题分析法进行编码与分析，共访谈了26名利益相关者。结果显示，医学生认可受训医师的全科医学专业能力，并认为其能帮助自己清晰厘清医学各细分领域的知识边界；与资深医师不同，受训医师采用以学生为中心的教学模式，会针对性回应学生的备考与考核需求，同时还能为学生提供职业发展指导。受训医师也坦言自身从该项目中获得了诸多成长：明确了自身作为学习者与教育者的双重身份，同时深化了自身的临床知识储备。对受训医师而言，教学与学习二者互为促进，正如“精通方能善教”所阐释的道理。教育管理者对该项目持支持态度，但需主动牵头推动此类创新教学实践的落地。全科医学场景下的近同伴教学尚属较新的教学模式，该模式对学习者与施教者均具有显著的教育价值，其实施效果明显受到学习社交情境的影响，同时受训医师也为学生树立了积极的职业榜样。