Registrars as teachers: a qualitative study exploring the experiences of Australian general practice registrars in teaching roles
Study participants saw teaching as a core skill for GPs, with transferability to their clinical practice. Registrar participants wanted greater promotion and support for teaching opportunities that counted towards attainment of Fellowship. These findings have implications for teaching practices, MEs, universities, and training providers.
Authors
- Michelle Guppy (ORCID: https://orcid.org/0000-0001-7256-4938)
- Irena Patsan (ORCID: https://orcid.org/0000-0003-3586-4514)
- Parker Magin (ORCID: https://orcid.org/0000-0001-8071-8749)
- Alison Fielding (ORCID: https://orcid.org/0000-0001-5884-3068)
- Angelo D’Amore (ORCID: https://orcid.org/0000-0002-1475-866X)
- Dimity Pond (ORCID: https://orcid.org/0000-0001-6520-4213)
- Alexandria Turner (ORCID: https://orcid.org/0000-0002-8558-5321)
- Katie Fisher (ORCID: https://orcid.org/0000-0002-2256-2624)
- Michael Tran (ORCID: https://orcid.org/0000-0001-7530-8462)
- Andrew K. Davey (ORCID: https://orcid.org/0000-0002-8995-1296)
- Linda Klein (ORCID: https://orcid.org/0000-0002-2063-1518)
- Chris Starling
- Dave Runciman (ORCID: https://orcid.org/0009-0007-5918-6996)
Institutions
- Royal Australian College of General Practitioners (AU)
- University of Tasmania (AU)
- The University of Queensland (AU)
- UNSW Sydney (AU)
- Monash Health (AU)
- Monash University (AU)
- University of Newcastle Australia (AU)
- University of New England (AU)
Publication Details
- Journal
- BMC Medical Education
- Published
- 2024-10-24
- DOI
- https://doi.org/10.1186/s12909-024-06220-5
- Citations
- 1
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 0.54
Funders
- Australian Government
- Royal Australian College of General Practitioners