Registrars as teachers: a qualitative study exploring the experiences of Australian general practice registrars in teaching roles.

ABSTRACT:

Background

GP registrars (specialist vocational trainees in general practice) are interested in teaching, and there are considerable benefits to teaching during training. There are, however, significant barriers for registrars as teachers, including inadequate funding, time pressures, and limited teacher training. Current evidence does not include medical educator (ME) perspectives or compare teaching settings (e.g. university vs. in-practice). Further evidence is needed to inform programs supporting registrar teaching roles. This project aimed to explore the experiences of Australian GP registrars as teachers in different contexts and from multiple stakeholder perspectives.

Methods

A qualitative study with GP registrars, GP supervisors, MEs, and medical students was conduct

SUBMITTER: Fisher K 

PROVIDER: S-EPMC11515485 | biostudies-literature | 2024 Oct

REPOSITORIES: biostudies-literature