The year in a training practice: what has lasting value? Grounded theoretical categories and dimensions from a pilot study

Abstract

Experienced General Practitioners were asked about lasting value from GP Registrar training. Grounded theory was used to construct eight categories of training behaviours. In each category, dimensions spanned between learner-preferred behaviours and those the learners perceived as less helpful. Learners valued teaching based on evergreen approaches to problems. They welcomed exposure to a wide variety of styles and a safe, blame-free, environment, wherein to develop reflective practice. Modelling by trainers of personal development and team-skills has proved of lasting value in a changing world, particularly where change management is based on completed audit cycles. Help to see family medicine contexts of presenting problems enhanced Registrars' appetite for learning. Trainers centring education on learners, yet maintaining a sense of direction, are highly valued. General practice learners appreciate sensitive positive and negative feedback from their trainers. This work offers new possibilities for assessing and developing trainer behaviour.