RT Journal Article
SR Electronic
T1 Patient participation in general practice based undergraduate teaching: a focus group study of patient perspectives
JF British Journal of General Practice
JO Br J Gen Pract
FD British Journal of General Practice
SP e260
OP e266
DO 10.3399/bjgp17X690233
VO 67
IS 657
A1 Sophie E Park
A1 Caroline Allfrey
A1 Melvyn M Jones
A1 Jasprit Chana
A1 Ciara Abbott
A1 Sofia Faircloth
A1 Nicola Higgins
A1 Laila Abdullah
YR 2017
UL http://bjgp.org/content/67/657/e260.abstract
AB Background Patients make a crucial contribution to undergraduate medical education. Although a national resource is available for patients participating in research, none is as yet available for education.Aim This study aimed to explore what information patients would like about participation in general practice based undergraduate medical education, and how they would like to obtain this information.Design and setting Two focus groups were conducted in London-based practices involved in both undergraduate and postgraduate teaching.Method Patients both with and without teaching experience were recruited using leaflets, posters, and patient participation groups. An open-ended topic guide explored three areas: perceived barriers that participants anticipated or had experienced; patient roles in medical education; and what help would support participation. Focus groups were audiorecorded, transcribed, and analysed thematically.Results Patients suggested ways of professionalising the teaching process. These were: making information available to patients about confidentiality, iterative consent, and normalising teaching in the practice. Patients highlighted the importance of relationships, making information available about their GPs’ involvement in teaching, and initiating student–patient interactions. Participants emphasised educational principles to maximise exchange of information, including active participation of students, patient identification of student learner needs, and exchange of feedback.Conclusion This study will inform development of patient information resources to support their participation in teaching and access to information both before and during general practice based teaching encounters.