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Specialist registrars' views on their teaching role
T Bindal1, D Wall, H M Goodyear
1Department of General Paediatrics, Dudley Group of Hospitals NHS Trust, Russells Hall Hospital, Pensnett Road, Dudley, West Midlands, UK. rano_bindal@yahoo.co.uk
Archives of Disease in Childhood
|October 3, 2008
Summary
UK specialist registrars (SpRs) actively teach junior doctors and students, contributing significantly to medical education. Integrating teaching into their development plans and allocating specific time is recommended for enhanced training.
Area of Science:
- Medical Education
- Healthcare Professional Training
Background:
- Specialist registrars (SpRs) play a crucial role in medical training.
- Assessing the extent of SpRs' involvement in teaching and their educational obligations is vital.
Purpose of the Study:
- To evaluate the teaching involvement and educational commitment of UK paediatric specialist registrars.
- To identify effective strategies for developing SpRs as educators.
Main Methods:
- A questionnaire survey was distributed to 133 paediatric SpRs in a specific UK region.
- A high response rate of 92% (122/133) was achieved, ensuring robust data collection.
Main Results:
- All surveyed SpRs reported engaging in teaching, primarily junior trainees and students.
- Teaching hours varied, with 41% dedicating 1 hour weekly during daytime, and 21% reporting no out-of-hours teaching.
- 55% had formal educator training, with mandatory training and regional training days identified as key development strategies.
Conclusions:
- UK specialist registrars make a substantial contribution to medical education.
- Recommendations include incorporating teaching competencies into SpR personal development plans and allocating dedicated teaching time.
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