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The acceptability of general practice registrars as teachers: an exploratory study

Citation

Turnock, A and Bentley, M and Radford, JC and Sharp, KL and Presser, J, The acceptability of general practice registrars as teachers: an exploratory study, MedEdPublish, 3, (40) pp. 1-5. ISSN 2312-7996 (2014) [Non Refereed Article]


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DOI: doi:10.15694/mep.2014.003.0040

Abstract

Vertical integration of teaching is seen as a key response to increasing number of learners in general practice. Central to vertically integrated teaching is the perceived capability and appropriateness of general practice (GP) registrars as teachers. This exploratory study of GP registrar teaching in regional general practices in the state of Tasmania, Australia investigated the nature and extent of teaching, factors that promote and inhibit teaching, and perceptions of prevocational doctors, registrars and supervisors about registrars as teachers. We suggest, based on the findings of the exploratory study, that supporting registrars in a sustainable teaching environment requires a practice-specific, structured approach to encourage registrars as teachers.

Item Details

Item Type:Non Refereed Article
Keywords:general practice, teaching
Research Division:Medical and Health Sciences
Research Group:Public Health and Health Services
Research Field:Primary Health Care
Objective Division:Health
Objective Group:Health and Support Services
Objective Field:Health and Support Services not elsewhere classified
UTAS Author:Turnock, A (Dr Allison Turnock)
UTAS Author:Bentley, M (Dr Michael Bentley)
UTAS Author:Radford, JC (Associate Professor Jan Radford)
UTAS Author:Sharp, KL (Ms Kirsty Sharp)
ID Code:98009
Year Published:2014
Deposited By:Medicine
Deposited On:2015-01-28
Last Modified:2015-02-17
Downloads:0

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