Professional identity and GP trainers as educational leaders

Area of Science:

• Medical Education
• General Practice Training
• Healthcare Workforce Studies

Background:

• UK General Practice (GP) training has a history of success, underpinned by formal credentialing for GP teachers.
• Workforce pressures currently pose a threat to the established GP teacher preparation and credentialing system.
• The importance of GP trainers in shaping future primary care physicians is significant.

Purpose of the Study:

• To identify and analyze critical factors in the GP trainer function that are under threat.
• To explore the conceptualization of professional roles among GPs as both teachers and clinicians.
• To highlight the link between teaching practices and improved patient care.

Main Methods:

• Qualitative analysis of factors influencing the GP trainer role.
• Exploration of the interplay between educational theory and practical application in GP training.
• Identification of under-analyzed components of the GP teacher function.

Main Results:

• Three key factors—leadership, professional identity, and clinical care improvement—are identified as crucial but under-analyzed aspects of the GP trainer role.
• GPs hold diverse conceptualizations of their dual roles as clinicians and educators, despite transferable skills.
• Practices that engage in teaching demonstrate improved patient care outcomes.

Conclusions:

• Reduced or devalued preparation for the GP trainer role risks undermining essential elements of GP education.
• Further research is needed into the professional identity of GP teachers and the connection between educational theory and practice.
• Maintaining robust GP teacher preparation is vital for sustained quality in primary care and improved patient outcomes.