Educational expectations of GP trainers. A EURACT needs analysis

Department of Family Medicine, Dokuz Eylul University Medical School , İzmir , Turkey.
The European journal of general practice (Impact Factor: 1.22). 08/2012; 18(4). DOI: 10.3109/13814788.2012.712958
Source: PubMed


In this background paper, we discuss the educational needs of family medicine teachers and trainers in the light of a EURACT (European Academy of Teachers in General Practice) project aimed at the development of a European framework for the professional development of general practice (GP) educators.

There is evidence that the ideal GP educator would benefit from systematic training in teaching skills. Although international literature indicates that such skills training should be in supervision, feedback, assessment and educational management, it is not clear if these needs vary between trainers who teach general practice in different settings and environments. Needs assessment: Recently EURACT, in collaboration with partners from five EU countries and Turkey, set up a project aimed at the development of a comprehensive 'training the trainers' programme. The project included a baseline survey of perceived educational needs and wants among both novice and expert European GP educators. The survey demonstrated that the educational needs of GP educators did not vary much in the content areas in which training was required throughout Europe but did vary in the level and depth of knowledge needed; this depended on their experience and level of expertise as teachers.

Based on the information gathered and experience gained from previous EURACT courses, a Leonardo da Vinci project has developed and launched a comprehensive programme with courses at three levels of participant expertise, to address the personal learning needs of GP educators.

Download full-text


Available from: Niels Kristian Kjaer, Aug 16, 2014
  • Source
    • "At least 3-year residency training should be mandatory. Furthermore, as Guldal et al. have stated, FM is best learned within general practice; therefore, half of the training time should be given in a primary care setting.[29] Primary care should be the learning ground for the FM specialty training; therefore, universities and primary care should work collaboratively.[30] "
    [Show abstract] [Hide abstract]
    ABSTRACT: Abstract Background: In Turkey, general practitioners were authorized to work as family physicians without specialization, within the scope of the Health Transformation Programme, due to inadequate number of family medicine specialists since 2004. With this new implementation Family Medicine specialty became a less preferable option for medical students. Aims: The study was to investigate the perspectives of medical students and understand the issues to choose Family Medicine specialty as a career option. Materials and Methods: This qualitative study was performed with 48 fi nal year medical students using a convenience sample from two medical universities. Results: Three main categories emerged from the data viewing Family Medicine ‘as a specialty’, ‘as an employment’, and fi nally ‘as a system’. Very few students stated that Family Medicine would be their choice for specialty. Conclusions: Family Medicine does not seem to be an attractive option in career planning by medical students. Several factors that may constrain students from choosing Family Medicine include: not perceiving Family Medicine as a fi eld of expertise, and the adverse conditions at work which may originate from duality in the system.
    The American Journal of the Medical Sciences 06/2014; 6(6):39-44. DOI:10.4103/1947-2714.134374 · 1.39 Impact Factor
  • Source

  • Source

Show more