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.
https://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.
https://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
https://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.
https://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.
https://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.
https://eprints.bournemouth.ac.uk/33984/
Source: BURO EPrints