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Selecting, training and assessing new general practice community teachers in UK medical schools

Hydes, Ciaran and Ajjawi, Rola 2015, Selecting, training and assessing new general practice community teachers in UK medical schools, Education for primary care, vol. 26, no. 5, pp. 297-304, doi: 10.1080/14739879.2015.1079017.

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Title Selecting, training and assessing new general practice community teachers in UK medical schools
Author(s) Hydes, Ciaran
Ajjawi, RolaORCID iD for Ajjawi, Rola orcid.org/0000-0003-0651-3870
Journal name Education for primary care
Volume number 26
Issue number 5
Start page 297
End page 304
Total pages 8
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2015
ISSN 1473-9879
1475-990X
Keyword(s) General practice
undergraduate teachers
medical education
selection
initial training
assessment
Summary Background: Standards for undergraduate medical education in the UK, published in Tomorrow’s Doctors, include the criterion ‘everyone involved in educating medical students will be appropriately selected, trained, supported and appraised’. Aims: To establish how new general practice (GP) community teachers of medical students are selected, initially trained and assessed by UK medical schools and establish the extent to which Tomorrow’s Doctors standards are being met. Method: A mixed-methods study with questionnaire data collected from 24 lead GPs at UK medical schools, 23 new GP teachers from two medical schools plus a semi-structured telephone interview with two GP leads. Quantitative data were analysed descriptively and qualitative data were analysed informed by framework analysis. Results: GP teachers’ selection is non-standardised. One hundred per cent of GP leads provide initial training courses for new GP teachers; 50% are mandatory. The content and length of courses varies. All GP leads use student feedback to assess teaching, but other required methods (peer review and patient feedback) are not universally used. Conclusions: To meet General Medical Council standards, medical schools need to include equality and diversity in initial training and use more than one method to assess new GP teachers. Wider debate about the selection, training and assessment of new GP teachers is needed to agree minimum standards.
Language eng
DOI 10.1080/14739879.2015.1079017
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081468

Document type: Journal Article
Collection: Office of the Deputy Vice-Chancellor (Education)
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