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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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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
PubMed
Summary
This summary is machine-generated.

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.

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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.