Evaluating the impact of a teaching course for GP speciality trainees

Area of Science:

• Medical Education
• General Practice Training
• Pedagogy

Background:

• Near-peer teaching offers reciprocal advantages for both clinical trainees and students.
• General Practice Speciality Trainees (GPSTs) have limited engagement in community-based teaching compared to hospital trainees, often lacking formal pedagogical training.
• Existing literature on near-peer teaching is predominantly hospital-based and focuses on short-term outcomes, leaving a gap in understanding community-based settings.

Purpose of the Study:

• To evaluate the immediate and longer-term impact of a teaching skills course for final year GPSTs.
• To address the gap in research regarding near-peer teaching in community-based general practice settings.
• To explore how GPSTs integrate pedagogical training into their practice amidst demanding training schedules.

Main Methods:

• A teaching skills course was designed and delivered to final year GPSTs across local schemes.
• Pre- and post-course questionnaires assessed changes in confidence, comfort, and understanding of teaching roles over two years.
• Individual interviews conducted 4-6 months post-course explored the practical application of learned teaching skills.

Main Results:

• GPSTs reported a decrease in teaching activities during their final year.
• Post-course assessments showed an increase in immediate teaching confidence and knowledge.
• Longer-term interviews indicated that competing demands of the training scheme diminished initial enthusiasm, with trainees citing concerns about their own learning and lack of trainer support.

Conclusions:

• Teaching skills courses alone are insufficient to enhance the teaching role of GPSTs.
• Multi-level interventions are required to effectively promote GPSTs as near-peer teachers.
• Further research should focus on systemic approaches to support GPSTs in their teaching roles to realize mutual benefits.