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Student-centred GP ambassadors: Perceptions of experienced clinical tutors in general practice undergraduate training.

Von Below B, Haffling AC, Brorsson A, Mattsson B, Wahlqvist M - Scand J Prim Health Care (2015)

Bottom Line: Experienced GP tutors describe their skills as a clinical tutor as complex and diversified.A strong professional identity within general practice is vital and GP tutors describe themselves as ambassadors to general practice, essential to the process of recruiting a new generation of general practitioners.Leaders of clinical education and health care planners must understand the complexity in a clinical tutor's assignment and provide adequate support, time, and resources in order to facilitate a sustainable tutorship and a good learning environment, which could also improve the necessary recruitment of future GPs.

View Article: PubMed Central - PubMed

Affiliation: Department of Public Health and Community Medicine/Primary Health Care, The Sahlgrenska Academy at University of Gothenburg , Gothenburg , Sweden.

ABSTRACT

Objective: To explore experienced general practitioner (GP) tutor perceptions of a skilled GP tutor of medical students.

Design: Interview study based on focus groups.

Setting: Twenty GPs experienced in tutoring medical students at primary health care centres in two Swedish regions were interviewed.

Method: Four focus-group interviews were analysed using qualitative content analysis.

Subjects: Twenty GP tutors, median age 50, specifically selected according to age, gender, and location participated in two focus groups in Gothenburg and Malmö, respectively.

Main outcome measures: Meaning units in the texts were extracted, coded and condensed into categories and themes.

Results: Three main themes emerged: "Professional as GP and ambassador to general practice", "Committed and student-centred educator", and "Coordinator of the learning environment".

Conclusion: Experienced GP tutors describe their skills as a clinical tutor as complex and diversified. A strong professional identity within general practice is vital and GP tutors describe themselves as ambassadors to general practice, essential to the process of recruiting a new generation of general practitioners. Leaders of clinical education and health care planners must understand the complexity in a clinical tutor's assignment and provide adequate support, time, and resources in order to facilitate a sustainable tutorship and a good learning environment, which could also improve the necessary recruitment of future GPs.

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Informant views of key abilities of a skilled clinical GP tutor.
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Figure 2: Informant views of key abilities of a skilled clinical GP tutor.

Mentions: The question arises as to whether the three themes have the same importance, or whether one can be singled out as more central. In Figure 2, the three main themes are presented in a model emerging from the focus-group discussions and the analytical process. As a whole, the workplace sets the limits for tutoring. Within that framework, three main themes form the dimensions of a skilled clinical tutor. Most important is the core skil: Professional as GP and ambassador to general practice. Having achieved extensive clinical experience as a GP and being an active clinician were considered key abilities that could compensate for deficits in coordinating and organizing the attachment. This point of view was voiced repeatedly during focus-group sessions. Commitment and student- centredness as an educator were also considered necessary abilities of a skilled tutor.


Student-centred GP ambassadors: Perceptions of experienced clinical tutors in general practice undergraduate training.

Von Below B, Haffling AC, Brorsson A, Mattsson B, Wahlqvist M - Scand J Prim Health Care (2015)

Informant views of key abilities of a skilled clinical GP tutor.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4834502&req=5

Figure 2: Informant views of key abilities of a skilled clinical GP tutor.
Mentions: The question arises as to whether the three themes have the same importance, or whether one can be singled out as more central. In Figure 2, the three main themes are presented in a model emerging from the focus-group discussions and the analytical process. As a whole, the workplace sets the limits for tutoring. Within that framework, three main themes form the dimensions of a skilled clinical tutor. Most important is the core skil: Professional as GP and ambassador to general practice. Having achieved extensive clinical experience as a GP and being an active clinician were considered key abilities that could compensate for deficits in coordinating and organizing the attachment. This point of view was voiced repeatedly during focus-group sessions. Commitment and student- centredness as an educator were also considered necessary abilities of a skilled tutor.

Bottom Line: Experienced GP tutors describe their skills as a clinical tutor as complex and diversified.A strong professional identity within general practice is vital and GP tutors describe themselves as ambassadors to general practice, essential to the process of recruiting a new generation of general practitioners.Leaders of clinical education and health care planners must understand the complexity in a clinical tutor's assignment and provide adequate support, time, and resources in order to facilitate a sustainable tutorship and a good learning environment, which could also improve the necessary recruitment of future GPs.

View Article: PubMed Central - PubMed

Affiliation: Department of Public Health and Community Medicine/Primary Health Care, The Sahlgrenska Academy at University of Gothenburg , Gothenburg , Sweden.

ABSTRACT

Objective: To explore experienced general practitioner (GP) tutor perceptions of a skilled GP tutor of medical students.

Design: Interview study based on focus groups.

Setting: Twenty GPs experienced in tutoring medical students at primary health care centres in two Swedish regions were interviewed.

Method: Four focus-group interviews were analysed using qualitative content analysis.

Subjects: Twenty GP tutors, median age 50, specifically selected according to age, gender, and location participated in two focus groups in Gothenburg and Malmö, respectively.

Main outcome measures: Meaning units in the texts were extracted, coded and condensed into categories and themes.

Results: Three main themes emerged: "Professional as GP and ambassador to general practice", "Committed and student-centred educator", and "Coordinator of the learning environment".

Conclusion: Experienced GP tutors describe their skills as a clinical tutor as complex and diversified. A strong professional identity within general practice is vital and GP tutors describe themselves as ambassadors to general practice, essential to the process of recruiting a new generation of general practitioners. Leaders of clinical education and health care planners must understand the complexity in a clinical tutor's assignment and provide adequate support, time, and resources in order to facilitate a sustainable tutorship and a good learning environment, which could also improve the necessary recruitment of future GPs.

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