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Supporting educational supervisor development at the interface: evaluation of a pilot of PBSGL for faculty
Ronald MacVicar1, Vicki Guthrie, Jerry O'Rourke
1Postgraduate General Practice Education, NHS Education for Scotland, UK. ronald.macvicar@nes.scot.nhs.uk
Summary
Practice-based small group learning (PBSGL) effectively supports continuing professional development for educational supervisors. This collaborative approach fostered positive experiences and led to reported changes in educational practice.
Area of Science:
- Medical Education
- Continuing Professional Development (CPD)
- General Practice
Background:
- Practice-based small group learning (PBSGL) is a recognized method for GP continuing professional development in Scotland.
- There is a need to extend PBSGL to support educational supervisors from diverse healthcare settings.
Purpose of the Study:
- To describe an adapted PBSGL model for the joint learning and development of hospital and general practice educational supervisors.
- To evaluate the feasibility and impact of peer-facilitated, topic-specific, evidence-based educational modules for supervisors.
Main Methods:
- Four peer-facilitated small groups comprising GPs and hospital consultants participated.
- Groups met three times, engaging with educational modules.
- Qualitative data were collected via interviews with facilitators and participants, supplemented by observational data.
Main Results:
- Participants, including General Practitioners (GPs) and consultants, reported positive experiences with the collaborative format.
- The PBSGL extension was well-received by both groups.
- Evidence of commitment to changing educational practice and reported actual changes were observed.
Conclusions:
- The adapted PBSGL approach is a viable and effective method for the professional development of educational supervisors.
- Interprofessional collaboration within PBSGL groups enhances learning and promotes educational practice change.
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