What impact will an increased number of teaching general practices have on patients, doctors and medical students?

• Published in: Medical education Vol. 38; no. 12; pp. 1219 - 1228
• Main Authors: Mathers, Jonathan, Parry, Jayne, Lewis, Sarah, Greenfield, Sheila
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Science Ltd 01.12.2004; Blackwell; Wiley Subscription Services, Inc
• Subjects: Attitude of Health Personnel; Clinical Competence - standards; Community Medicine - education; Curriculum subjects: programmes and methods; education; Education, Medical, Undergraduate - methods; Educational sciences; England; Family Practice - education; Humans; interviews; Medical and paramedical education; medical undergraduate/methods; Students, Medical - psychology; Teaching methods; Workload - standards; Great Britain; England; Medicine; University; Medical staff; Teaching method; Doctor; Teaching; Interview
• ISSN: 0308-0110; 1365-2923
• DOI: 10.1111/j.1365-2929.2004.02014.x

Background  Recommendations for medical training have seen a growing drive for undergraduate teaching to take place within the community – primarily in the general practice surgery. In light of the ongoing expansion of medical student numbers, many more general practices will be required to participate in undergraduate teaching. Aim  To explore the perceptions of primary care staff on the impact that increasing student numbers will have on them, on their patients and on the students themselves. Design of study  Semi‐structured interviews Setting  Three general practices presently involved in undergraduate teaching, 3 practices about to become involved in undergraduate teaching and 1 non‐teaching practice, all in the Black Country area of the West Midlands. Methods  Semi‐structured interviews with prearranged prompts were undertaken with a variety of practice staff including general practitioners (GPs), practice managers and practice nurses, as well as administrative and reception staff. Results  Eleven GPs, 6 practice managers, 4 practice nurses and 6 receptionists/administrators took part in the interviews. Three main themes emerged relating to the effects on students and reflecting attitudes towards the Black Country, the experience of working among deprived populations and issues around access to the new training locations. The majority of interviewees were of the opinion that patients both enjoy taking part in undergraduate teaching and are able to benefit from the process. Positive impacts on practice infrastructure were also elicited, but when asked about the resource implications for the practice of undergraduate teaching, there was a dichotomy of opinion. Conclusion  For many practices, involvement in undergraduate teaching is a double‐edged sword.