The learner's perspective in GP teaching practices with multi-level learners: a qualitative study

Area of Science:

• Medical Education
• General Practice Training
• Healthcare Professional Development

Background:

• Increasing numbers of medical students, junior doctors, and GP registrars train in Australian general practices.
• Some practices accommodate up to four learner levels simultaneously.
• The study addresses the growing trend of multi-level teaching in clinical general practice settings.

Purpose of the Study:

• To explore the implementation of multi-level teaching, also known as vertical integration, in general practice education.
• To investigate the impact of this integrated teaching approach on learners at various training stages.
• To identify key factors contributing to effective multi-level teaching in general practice.

Main Methods:

• Qualitative research methodology utilizing face-to-face, semi-structured interviews.
• Interviews conducted with 52 participants including medical students, junior doctors, GP registrars, and GP teachers across eight training practices.
• Thematic analysis of transcribed interviews using N-Vivo 9 software to identify primary themes.

Main Results:

• Positive learning environments are characterized by a strong teaching culture, enjoyable learning experiences, flexible methods, adequate learning spaces, and organized teaching.
• Innovative teaching methods positively received by learners include multi-level group tutorials, team-based teaching, and access to supernumerary GP supervisors.
• Other effective methods include parallel consulting, informal learning, and integrated rural hospital context learning.

Conclusions:

• Vertical integration of general practice education and training generally has a positive impact on all learner levels.
• Evidence supports the importance of learning culture, structures, and teaching processes for positive learner outcomes in multi-level general practice settings.
• Innovative teaching methods and learner-centered approaches are crucial for developing effective vertically integrated practices and training GP teachers.