Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

'When the talking starts': a framework for analysing tutorials.

M L Thomas1, D Snadden, S Carlisle

  • 1Tayside Centre for General Practice, Dundee, UK.

Medical Education
|April 22, 1999
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Is late-life vulnerability to cardiovascular disease risk associated with longitudinal tau accumulation in older adults with mild cognitive impairment?

JAR life·2025
Same author

Repetitive negative thinking as a unique transdiagnostic risk factor for suicidal ideation.

Psychiatry research·2024
Same author

Mixed-methods process evaluation of a residence-based SARS-CoV-2 testing participation pilot on a UK university campus during the COVID-19 pandemic.

BMC public health·2022
Same author

Publisher Correction: Unexpected involvement of a second rodent species makes impacts of introduced rats more difficult to detect.

Scientific reports·2021
Same author

Unexpected involvement of a second rodent species makes impacts of introduced rats more difficult to detect.

Scientific reports·2021
Same author

Impact of STIMUlant and osmotic LAXatives (STIMULAX trial) on gastrointestinal recovery after colorectal surgery: randomized clinical trial.

The British journal of surgery·2021
Same journal

Channelling Socrates to re-imagine asynchronous online learning.

Medical education·2026
Same journal

Moving beyond tokenism: A structured and intentional approach to embedding health advocacy in medical education.

Medical education·2026
Same journal

When I say … 'in situ simulation'.

Medical education·2026
Same journal

Examiner training and calibration for simulated clinical examinations: A scoping review.

Medical education·2026
Same journal

When systems set the limits of supervision.

Medical education·2026
Same journal

From psychometrics to partnerships: Broadening what counts as validity evidence.

Medical education·2026
See all related articles

A new framework analyzes trainer and general practice registrar interactions during medical education. Effective learning requires diverse educational exchanges, not just one type, to enhance training quality and critical reflection.

Area of Science:

  • Medical Education
  • General Practice Training
  • Qualitative Research

Background:

  • Learner-centered learning is crucial for future doctors.
  • Existing frameworks for analyzing teaching/learning interactions in general practice are lacking.
  • Alternative learning strategies are being explored.

Purpose of the Study:

  • To develop a new theoretical framework for analyzing trainer/GP registrar interactions.
  • To understand the dynamics of teaching and learning in general practice vocational training.
  • To provide a tool for analyzing educational dialogues.

Main Methods:

  • Qualitative study using audiotaped tutorials in general practice vocational training.
  • Development of a grounded theory.

Related Experiment Videos

  • Analysis of interactions based on five categories: 'gaps to be filled', 'listening in', 'quick fix', 'problem solving', and 'talk on'.

    • Main Results:

    • A novel theoretical framework for trainer/GP registrar interactions was developed.
    • The framework categorizes interactions based on agenda, triggers, time, philosophy, and reflection.
    • Effective learning necessitates a range of educational transactions.

    Conclusions:

    • The developed framework can analyze teaching dialogues in general practice.
    • Exclusive focus on one interaction type may limit training quality and critical reflection.
    • This framework has implications for improving medical education and trainer analysis of teaching.