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Updated: May 23, 2025
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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
Published on: June 6, 2020
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Supervised independence facilitated by the inspirational GP teacher
Carl Fernandes1, Jim Price2, Max Cooper1
1Department of Primary Care and Public Health, Brighton and Sussex Medical School, Falmer, UK.
Summary
General practitioners (GPs) foster medical student learning through
Area of Science:
- Medical Education
- General Practice
- Healthcare Delivery
Background:
- General practitioners (GPs) significantly influence medical students' career choices.
- Post-COVID-19, general practice clinical environments have adapted, incorporating more telephone consultations.
- The academic year 2021-22 saw evolving teaching strategies in general practice settings.
Purpose of the Study:
- To identify effective teaching solutions and strategies used by GP supervisors.
- To understand how to create positive learning opportunities for final-year medical students.
- To evaluate teaching methods in the context of new working practices in general practice.
Main Methods:
- Utilized a medical student evaluation survey.
- Applied thematic analysis to identify key themes from student feedback.
- Focused on data from Brighton and Sussex Medical School (BSMS) during the 2021-22 academic year.
Main Results:
- The primary theme identified was 'supervised independence' as a key learning facilitator.
- 'Supervised independence' involves granting students responsibility with practical support and team integration.
- Five distinct types of learning opportunities were identified, applicable to broader general practice placements.
Conclusions:
- 'Supervised independence' is a crucial skill for inspirational GP supervisors.
- This teaching strategy enhances learning by balancing autonomy with support.
- Promoting this skill during teacher preparation can improve medical education in general practice.
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