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Related Concept Videos

Barriers to Effective Communication II01:21

Barriers to Effective Communication II

The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
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Related Experiment Video

Updated: May 12, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Published on: June 6, 2020

Shared learning in general practice--facilitators and barriers.

Thea van de Mortel1, Peter Silberberg, Christine Ahern

  • 1North Coast GP Training, Ballina, New South Wales, Australia.

Australian Family Physician
|March 27, 2013
PubMed
Summary

Shared learning in general practice clinics can overcome teaching capacity limits. Key facilitators include skilled facilitation, adequate resources, funding, and participant engagement for successful implementation.

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Area of Science:

  • Medical Education
  • Primary Care Research
  • Health Professions Education

Background:

  • General practice clinics face limitations in teaching capacity.
  • Vertically integrated teaching, such as shared learning sessions, offers a potential solution.
  • Understanding facilitators is crucial for effective implementation of shared learning.

Purpose of the Study:

  • To explore the perceptions of general practitioner supervisors, learners, and practice staff regarding facilitators of shared learning in general practice settings.
  • To generate a theory explaining the factors that support or hinder shared learning sessions.

Main Methods:

  • Grounded theory approach was employed.
  • Semistructured interviews were conducted with 35 stakeholders across nine general practices.
  • Qualitative data analysis was used to develop a theoretical framework.

Main Results:

  • Key facilitators identified include small group facilitation skills, physical space, administrative support, and technological resources.
  • Reinforcing factors such as targeted funding were highlighted.
  • Predisposing factors, including participant attributes, were also found to be significant.

Conclusions:

  • An ecological approach addressing enabling, reinforcing, and predisposing factors is recommended for successful shared learning implementation.
  • Stakeholder views emphasize the need for a multifaceted strategy to support shared learning in general practice.
  • Addressing identified facilitators can enhance teaching capacity and improve educational experiences in primary care settings.