Educational CPD: An exploration of the attitudes of UK GP trainers using focus groups and an activity theory framework

Figures & data

Table

Practice points

GP trainers are ambivalent about university teaching qualifications. Trainers are motivated by high-performing GP Registrars, and can be de-motivated by poorly performing learners. GP trainers are not seeking “professional” status for their teaching role. GP trainers request communication, guidance and support from their Deanery. Activity Theory offers insight into the professional development of GP trainers.

Table 1.  Codes from focus groups

Codes from focus groups
1. Trainers as teachers
2. Effect of training on the practice
3. “Teaching” vs. “Training”
4. The importance of “Adult Learning”
5. Community
6. Time
7. Scaffolding
8. Educational CPD
9. Quality
10. Communication

Figure 1. Engeström's activity system.

Figure 2. Engeström's activity system applied to GP training.