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Foundation Programme doctors as teachers
Catie Nagel1, Jane Kirby, Bruno Rushforth
1Academic Unit of Primary Care, Leeds Institute of Health Sciences, University of Leeds, Leeds, UK. c.m.nagel@leeds.ac.uk
The Clinical Teacher
|November 17, 2011
Summary
Foundation Year 2 doctors in UK primary care undertake teaching roles, but their comfort levels vary. GP trainers prefer FY2s teaching practical skills over clinical supervision.
Area of Science:
- Medical Education
- General Practice Training
Background:
- Teaching is a key component of the UK Foundation Programme curriculum.
- This study investigates Foundation Year 2 (FY2) doctors' teaching roles and trainer attitudes in UK primary care.
Purpose of the Study:
- To determine if FY2 doctors engage in teaching during primary care placements.
- To explore General Practitioner (GP) trainers' and programme directors' comfort levels with FY2s in teaching roles.
Main Methods:
- A postal questionnaire was distributed to GP trainers and programme directors in the Yorkshire & Humber Deanery.
- Respondents reported on FY2 presence, teaching activities, and comfort levels using a nine-point Likert scale.
Main Results:
- A 74% response rate was achieved.
- 37% of practices had FY2 doctors present, with 16% of those FY2s undertaking teaching roles.
- Trainers were more comfortable with FY2s teaching practical skills and tutoring medical students than supervising students or tutoring other FY2s.
Conclusions:
- Reduced hospital hours limit FY2 teaching experience.
- Primary care placements are crucial for developing FY2 doctors' teaching competencies.
- Targeted opportunities are needed to enhance FY2 teaching skills in general practice settings.
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