Article

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

ABSTRACT

Introduction:
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.

Background:
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.

Implications:
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.

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Available from: Niels Kristian Kjaer, Aug 16, 2014
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    • "The survey identified learning needs in both groups. The needs were different with some overlap.[12]The aim of this article is to describe a model of targeted training of teaching skills in the field of family medicine in a European setting and based on the expertise model developed by an international author group. "
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    • "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] "
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