Some effects of teaching undergraduate medical students on general practitioner thinking and learning

Grant, Andrew John, Prout, Hayley Christine ORCID: https://orcid.org/0000-0003-0170-7027, Hawthorne, Kamila ORCID: https://orcid.org/0000-0001-9765-2926, Tapper-Jones, Lorna and Houston, Helen Louise Ann 2010. Some effects of teaching undergraduate medical students on general practitioner thinking and learning. Education for Primary Care 21 (2) , pp. 97-104.

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Abstract

Background: This study examined the processes of thinking and learning undertaken by general practitioners (GPs, family physicians) brought about by the presence of undergraduate medical students. Method: A qualitative study was undertaken using critical incident templates (a novel approach in this context) and focus groups. Data were analysed thematically, with iterative discussion between members of the study team after independent analysis. Results: Thirty-eight critical incident templates were returned (40%), of which 27 (28%) were completed. Three themes were identified: challenges to the GP's thinking or learning behaviour (these included having to justify actions and answer questions); changes to the dynamic between doctor and patient (listening to discussion of their condition between doctor and student was reported to change the patient's experience); and additions to the GP's workload. Teaching made GPs' day longer and sometimes caused friction with colleagues. Conclusions: Our data elucidate a range of thinking and learning activities that are brought about by the presence of a student in a GP's consulting room. They show that there are a number of challenges that stimulate these activities. We recommend that undergraduate teaching in general practice be given greater recognition for the stimulus it provides for continuing professional development.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Medicine
Subjects:	L Education > L Education (General) R Medicine > R Medicine (General)
Uncontrolled Keywords:	Consultation, reflection, student placement, undergraduate teaching
Publisher:	Radcliffe Publishing
ISSN:	1473-9879
Last Modified:	19 Oct 2022 08:37
URI:	https://orca.cardiff.ac.uk/id/eprint/18470

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