The value of ‘expert trainees’ in primary care postgraduate education

Authors: Thurston, E., Forde, E. and Wedderburn, C.

Journal: Education for Primary Care

Volume: 31

Issue: 4

Pages: 255-256

eISSN: 1475-990X

ISSN: 1473-9879

DOI: 10.1080/14739879.2020.1759147

Abstract:

Peer-led teaching is well established within many undergraduate medical courses but relatively underutilised in postgraduate training, despite the fact it can be useful for both teachers and learners. A significant number of doctors training to be GPs bring expertise and experience from other specialities and in this paper we explore the potential of using ‘expert trainees’ to teach their peers on postgraduate GP training programmes. A GP trainee with expertise in Lifestyle Medicine taught alongside local and national experts and delivered workshops to her peers. Questionnaires were used to establish the acceptability and quality of ‘expert trainee’ peer-led education. This was a positive experience for the ‘expert trainee’ who felt valued both as a trainee and as someone with expert knowledge, and for her peers with excellent feedback on her workshop. The knowledge and skills of ‘expert trainees’ represent an untapped resource which could be more systematically and effectively used within GP education.

http://eprints.bournemouth.ac.uk/33984/

Source: Scopus

The value of 'expert trainees' in primary care postgraduate education.

Authors: Thurston, E., Forde, E. and Wedderburn, C.

Journal: Educ Prim Care

Volume: 31

Issue: 4

Pages: 255-256

eISSN: 1475-990X

DOI: 10.1080/14739879.2020.1759147

Abstract:

Peer-led teaching is well established within many undergraduate medical courses but relatively underutilised in postgraduate training, despite the fact it can be useful for both teachers and learners. A significant number of doctors training to be GPs bring expertise and experience from other specialities and in this paper we explore the potential of using 'expert trainees' to teach their peers on postgraduate GP training programmes. A GP trainee with expertise in Lifestyle Medicine taught alongside local and national experts and delivered workshops to her peers. Questionnaires were used to establish the acceptability and quality of 'expert trainee' peer-led education. This was a positive experience for the 'expert trainee' who felt valued both as a trainee and as someone with expert knowledge, and for her peers with excellent feedback on her workshop. The knowledge and skills of 'expert trainees' represent an untapped resource which could be more systematically and effectively used within GP education.

http://eprints.bournemouth.ac.uk/33984/

Source: PubMed

The value of 'expert trainees' in primary care postgraduate education

Authors: Thurston, E., Forde, E. and Wedderburn, C.

Journal: EDUCATION FOR PRIMARY CARE

Volume: 31

Issue: 4

Pages: 255-256

eISSN: 1475-990X

ISSN: 1473-9879

DOI: 10.1080/14739879.2020.1759147

http://eprints.bournemouth.ac.uk/33984/

Source: Web of Science (Lite)

The value of 'expert trainees' in primary care postgraduate education

Authors: Forde, E., Wedderburn, C. and Thurston, E.

Journal: Education for Primary Care

Publisher: Taylor & Francis

ISSN: 1367-8523

DOI: 10.1080/14739879.2020.1759147

Abstract:

Peer-led teaching is well established within many undergraduate medical courses but relatively underutilised in postgraduate training, despite the fact it can be useful for both teachers and learners. A significant number of doctors training to be GPs bring expertise and experience from other specialities and in this paper we explore the potential of using ‘expert trainees’ to teach their peers on postgraduate GP training programmes. A GP trainee with expertise in Lifestyle Medicine taught alongside local and national experts and delivered workshops to her peers. Questionnaires were used to establish the acceptability and quality of ‘expert trainee’ peer-led education. This was a positive experience for the ‘expert trainee’ who felt valued both as a trainee and as someone with expert knowledge, and for her peers with excellent feedback on her workshop. The knowledge and skills of ‘expert trainees’ represent an untapped resource which could be more systematically and effectively used within GP education.

http://eprints.bournemouth.ac.uk/33984/

Source: Manual

The value of 'expert trainees' in primary care postgraduate education.

Authors: Thurston, E., Forde, E. and Wedderburn, C.

Journal: Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors

Volume: 31

Issue: 4

Pages: 255-256

eISSN: 1475-990X

ISSN: 1473-9879

DOI: 10.1080/14739879.2020.1759147

Abstract:

Peer-led teaching is well established within many undergraduate medical courses but relatively underutilised in postgraduate training, despite the fact it can be useful for both teachers and learners. A significant number of doctors training to be GPs bring expertise and experience from other specialities and in this paper we explore the potential of using 'expert trainees' to teach their peers on postgraduate GP training programmes. A GP trainee with expertise in Lifestyle Medicine taught alongside local and national experts and delivered workshops to her peers. Questionnaires were used to establish the acceptability and quality of 'expert trainee' peer-led education. This was a positive experience for the 'expert trainee' who felt valued both as a trainee and as someone with expert knowledge, and for her peers with excellent feedback on her workshop. The knowledge and skills of 'expert trainees' represent an untapped resource which could be more systematically and effectively used within GP education.

http://eprints.bournemouth.ac.uk/33984/

Source: Europe PubMed Central

The value of 'expert trainees' in primary care postgraduate education.

Authors: Thurston, E., Forde, E. and Wedderburn, C.

Journal: Education for Primary Care

Volume: 31

Issue: 4

Pages: 255-256

ISSN: 1473-9879

Abstract:

Peer-led teaching is well established within many undergraduate medical courses but relatively underutilised in postgraduate training, despite the fact it can be useful for both teachers and learners. A significant number of doctors training to be GPs bring expertise and experience from other specialities and in this paper we explore the potential of using 'expert trainees' to teach their peers on postgraduate GP training programmes. A GP trainee with expertise in Lifestyle Medicine taught alongside local and national experts and delivered workshops to her peers. Questionnaires were used to establish the acceptability and quality of 'expert trainee' peer-led education. This was a positive experience for the 'expert trainee' who felt valued both as a trainee and as someone with expert knowledge, and for her peers with excellent feedback on her workshop. The knowledge and skills of 'expert trainees' represent an untapped resource which could be more systematically and effectively used within GP education.

http://eprints.bournemouth.ac.uk/33984/

Source: BURO EPrints