Foundation Programme doctors as teachers.
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| Title: | Foundation Programme doctors as teachers. |
|---|---|
| Authors: | Nagel, Catie1, Kirby, Jane1, Rushforth, Bruno1, Pearson, David1 |
| Source: | Clinical Teacher. Dec2011, Vol. 8 Issue 4, p249-253. 5p. |
| Subject Terms: | *Teaching, *Teaching experience, General practitioners, Physician training, Response rates, Likert scale, Primary care |
| Abstract: | Summary Background: Teaching is a core competency outlined in the Foundation Programme curriculum in the UK. This article reports data from a larger postal questionnaire study asking general practitioner (GP) trainers and GP programme directors in the Yorkshire & Humber Deanery whether Foundation Year 2 (FY2) doctors were undertaking teaching roles during primary care posts. We also aimed to explore their attitudes towards FY2s as teachers. Methods: A questionnaire was designed asking whether FY2s had been present in the practice, and if so what teaching methods they had undertaken. The responder was then asked how comfortable they would feel with an FY2 doctor undertaking certain teaching roles. Responses were prompted using a nine-point Likert scale. Results: The response rate was 74 per cent (216/291). Of the respondents, 37 per cent (80/216) stated that FY2s had been present in their surgery in the last 12 months; 16 per cent (13/80) went on to say that those FY2 doctors had undertaken teaching roles. Respondents felt more comfortable with FY2s undertaking the teaching of practical skills (median score 6, interquartile range 5-7, on the Likert scale) and giving one-to-one tutorials to medical students (median score 6, interquartile range range 4-7), but were uncomfortable with them clinically supervising medical students (median score 3, interquartile range 2-5) and giving one-to-one tutorials to fellow FY2s (median 4, interquartile range 2-5). Discussion: With reduced hours resulting in a decrease in exposure to teaching experience during hospital rotations, it is important that these doctors are given adequate opportunities during primary care placements to improve skills in this area. [ABSTRACT FROM AUTHOR] |
| Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 67225766 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Foundation Programme doctors as teachers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nagel%2C+Catie%22">Nagel, Catie</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kirby%2C+Jane%22">Kirby, Jane</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rushforth%2C+Bruno%22">Rushforth, Bruno</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Pearson%2C+David%22">Pearson, David</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Dec2011, Vol. 8 Issue 4, p249-253. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+experience%22">Teaching experience</searchLink><br /><searchLink fieldCode="DE" term="%22General+practitioners%22">General practitioners</searchLink><br /><searchLink fieldCode="DE" term="%22Physician+training%22">Physician training</searchLink><br /><searchLink fieldCode="DE" term="%22Response+rates%22">Response rates</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+scale%22">Likert scale</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+care%22">Primary care</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Summary Background: Teaching is a core competency outlined in the Foundation Programme curriculum in the UK. This article reports data from a larger postal questionnaire study asking general practitioner (GP) trainers and GP programme directors in the Yorkshire & Humber Deanery whether Foundation Year 2 (FY2) doctors were undertaking teaching roles during primary care posts. We also aimed to explore their attitudes towards FY2s as teachers. Methods: A questionnaire was designed asking whether FY2s had been present in the practice, and if so what teaching methods they had undertaken. The responder was then asked how comfortable they would feel with an FY2 doctor undertaking certain teaching roles. Responses were prompted using a nine-point Likert scale. Results: The response rate was 74 per cent (216/291). Of the respondents, 37 per cent (80/216) stated that FY2s had been present in their surgery in the last 12 months; 16 per cent (13/80) went on to say that those FY2 doctors had undertaken teaching roles. Respondents felt more comfortable with FY2s undertaking the teaching of practical skills (median score 6, interquartile range 5-7, on the Likert scale) and giving one-to-one tutorials to medical students (median score 6, interquartile range range 4-7), but were uncomfortable with them clinically supervising medical students (median score 3, interquartile range 2-5) and giving one-to-one tutorials to fellow FY2s (median 4, interquartile range 2-5). Discussion: With reduced hours resulting in a decrease in exposure to teaching experience during hospital rotations, it is important that these doctors are given adequate opportunities during primary care placements to improve skills in this area. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/j.1743-498X.2011.00481.x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 249 Subjects: – SubjectFull: Teaching Type: general – SubjectFull: Teaching experience Type: general – SubjectFull: General practitioners Type: general – SubjectFull: Physician training Type: general – SubjectFull: Response rates Type: general – SubjectFull: Likert scale Type: general – SubjectFull: Primary care Type: general Titles: – TitleFull: Foundation Programme doctors as teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nagel, Catie – PersonEntity: Name: NameFull: Kirby, Jane – PersonEntity: Name: NameFull: Rushforth, Bruno – PersonEntity: Name: NameFull: Pearson, David IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 17434971 Numbering: – Type: volume Value: 8 – Type: issue Value: 4 Titles: – TitleFull: Clinical Teacher Type: main |
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