PT  - JOURNAL ARTICLE
AU  - Sophie E Park
AU  - Caroline Allfrey
AU  - Melvyn M Jones
AU  - Jasprit Chana
AU  - Ciara Abbott
AU  - Sofia Faircloth
AU  - Nicola Higgins
AU  - Laila Abdullah
TI  - Patient participation in general practice based undergraduate teaching: a focus group study of patient perspectives
AID  - 10.3399/bjgp17X690233
DP  - 2017 Apr 01
TA  - British Journal of General Practice
PG  - e260--e266
VI  - 67
IP  - 657
4099  - http://bjgp.org/content/67/657/e260.short
4100  - http://bjgp.org/content/67/657/e260.full
SO  - Br J Gen Pract2017 Apr 01; 67
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.