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

Jennifer S Thomson1, Katrina Anderson, Emily Haesler

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Multi-level teaching in general practice (GP) settings positively impacts medical learners. This vertical integration of GP education fosters a supportive learning environment and innovative teaching methods, benefiting all trainees.

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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.