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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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