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General practice registrar teaching roles - is there a need for shared understanding?
Jenny Dodd1, Alistair Vickery, Hilleke van Osch
1School of Primary, Aboriginal and Rural Health, General Practice, University of Western Australia. j.dodd@curtin.edu.au
Australian Family Physician
|March 14, 2009
Summary
General practice registrars can increase teaching roles, but general practitioners (GPs) and registrars have differing views on the scope of this teaching. Further negotiation is needed to define appropriate registrar teaching roles in general practice settings.
Area of Science:
- Medical Education
- General Practice
- Workforce Development
Background:
- Addressing the shortage of general practitioners (GPs) is critical.
- Increasing numbers of medical students and GP trainees are entering the field.
- Expanding the teaching roles of general practice registrars is proposed as a solution.
Purpose of the Study:
- To explore the capacity and scope of general practice registrar teaching.
- To identify barriers and potential for registrar teaching roles.
- To compare the perspectives of GPs and registrars on registrar teaching.
Main Methods:
- A survey and interviews were conducted with 273 GPs and 84 registrars in Western Australia.
- The study mapped barriers and potential for registrar teaching capacity.
- Data were collected on views regarding registrar involvement in teaching.
Main Results:
- A majority of GPs (52.1%) and registrars (77.1%) agreed that registrars could expand their teaching roles.
- Significant differences emerged between GPs and registrars regarding the scope of registrar-led teaching.
- The study highlights congruence and divergence in opinions between the two groups.
Conclusions:
- There are differing views between GPs and registrars on the scope of registrar teaching.
- Negotiation is required to establish suitable teaching roles for general practice registrars.
- Defining appropriate registrar teaching roles is essential for medical education in general practice.
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